OTVRSEQF  STVTOf 
INARTFOKTHE 


FIRST  SEVEN  YEARS 
OF  SCHOOL  TO  BE  VSED 
WITH -TEXT  BOOKS 
OF  AFX  EDUCATION 


BONNIE  E.  SNOW 

.  FROBHLICH 


PRANC 


CQMPANV 
BOSXOK    •    CHICAGO 


.. 


COVRSE 


STVDYINARG 


FOR  THE  FIRST  SEVEN  YEARS 
IN    SCHOOL      X      X       X       X 
TX>     BE    VSED    WITH    TE^XT 
BOOKS     OF  ART    EDVCATION 


BONNIE  E.    SNOW 
HVCO  D.FROEHLICH 


COPYRIGHT,  1904,  BY 
THE   PRANG   EDUCATIONAL   COMPANY 

COPYRIGHT,  1905,  BY 
THE   PRANG   EDUCATIONAL   COMPANY 


Introductory  Note. 

These  outlines  are  planned  to  accompany  Text  Books  of  Art 
Education,  Books  I  to  VII,  and  will  give  to  the  teacher  the  author's 
interpretation  of  the  books,  with  suggestions  as  to  the  best  use  of 
the  material  and  subject  matter  which  the  volumes  contain. 

The  plan  can  best  be  carried  out  if  each  child  is  furnished 
with  the  Text  Book  corresponding  to  his  grade. 

While  each  supervisor  or  teacher  will  doubtless  find  it  neces- 
sary to  modify  and  adapt  this  plan  of  work  to  suit  local  conditions, 
it  is  believed  that  the  outlines  present  a  practical  and  compre- 
hensive course  of  study  in  Art  Education. 


iii 


206GOO4 


GENERAL      SUGGESTIONS 

THE  subjects  treated  in  these  outlines  are 
classified  in  the  Text  Books  under  the 
following  heads:  I.  Landscape,  or  Out 
of  Doors ;  1 1.  Plant  Life,  or  Growth,  Blossom, 
Fruit;  III.  Human  and  Animal  Life,  or  Life 
and  Action;  IV.  Still  Life,  or  Beauty  in  Com- 
mon Things;  V.  Perspective,  or  Apparent 
Direction  of  Edges  and  Outlines ;  VI.  Geometry, 
or  Measuring  and  Planning;  VII.  Design,  in- 
cluding Pure  Design,  Decorative  Design,  and 
Constructive  Design. 

For  obvious  reasons  the  lessons  outlined  do 
not  follow  the  arrangement  of  pages  in  the  Text 
Books.  The  season  of  the  year,  its  available 
material,  local  surroundings  and  conditions,  and 
the  general  course  of  study  must  determine  very 
largely  when  certain  subjects  may  best  be  taught, 
which  subjects  may  wisely  be  expanded  and  which 
contracted  or  omitted. 

Each  teacher  should  control  her  own  equip- 
ment for  work.  To  a  greater  degree  than  is 
often  realized  the  success  or  the  failure  of  a  lesson 
is  due  to  the  character  of  the  teacher's  prepara- 
tion. The  practical  value  of  wisest  thought  and 
clearest  insight  depends  finally  on  skilful  execu- 
tion ;  and  such  execution  necessitates  thoughtful 


GENERAL      SUGGESTIONS 

planning  of  details  and  the  provision  of  all  needed 
accessories.  Otherwise,  there  is  confusion,  waste 
of  time  and  energy,  and  a  final  result  of  discour- 
agement and  needless  failure. 

Water-color  is  the  most  desirable  medium  for 
color  work.  The  results,  artistically  considered, 
are  more  satisfactory  than  those  obtained  through 
the  use  of  pastels,  wax  crayons,  and  colored  chalks. 
While  beautiful  results  are  sometimes  obtained 
with  these  mediums,  the  impossibility  of  pre- 
serving the  picture  renders  them  less  practicable 
for  school  use  than  water-color.  Wax  crayons 
often  produce  scratchy  lines  and  uneven  effects. 
Chalks  are  usually  crude  in  color,  and  for  that 
reason  do  not  tend  to  cultivate  a  refined  color 
sense.  In  fact,  any  dry  medium  in  the  hands  of 
the  children  is  apt  to  result  in  littleness  and 
tightness  of  work.  It  is  only  the  brush  that 
responds  at  once  to  the  impulse  in  the  mind  of 
the  artist.  This  individuality  of  expression  is 
one  of  the  greatest  charms  of  Japanese  art.  Ex- 
perience has  proved  again  and  again  the  desira- 
bility of  using  water-colors  as  a  medium  of 
expression  with  little  children.  They  have  been 
successfully  used  even  in  the  Kindergarten. 

No  brush  smaller  than  No.  7  should  be  used, 


GENERAL    SUGGESTIONS 

and  No.  8  is  recommended.  In  addition  to 
the  three-color  box  and  the  large  brush,  each 
pupil  should  be  provided  with  a  small  sponge  or 
soft  clean  piece  of  cotton  cloth,  a  bit  of  blotting 
paper  frequently  renewed,  and  a  water-color  pan. 
These  pans  should  be  of  uniform  size,  and  not 
less  than  i£  inches  deep.  If  those  in  the  market 
cannot  be  obtained,  the  little  pans  can  be  made 
at  any  tinshop  and  painted  inside  with  white 
enamel.  The  teacher  who  has  tried  to  distribute 
and  gather  a  large  number  of  water  holders  of 
varied  sizes  and  shapes,  will  appreciate  the 
advantages  of  a  uniform  set. 

The  common  Manila  paper  known  as  practice 
paper  is  suitable  for  water-color,  crayon,  and 
pencil.  Its  soft  yellow-gray  tone  harmonizes 
with  color  as  glaring  white  does  not.  Children 
should  be  provided  with  large  sheets  of  this  paper 
—  never  smaller  than  6"x  9",  and  when  the  exercise 
permits,  the  9/rx  12"  size  should  be  used.  In  the 
upper  grades,  it  will  be  found  convenient  to  have 
a  quantity  of  large  sheets,  cut  12"  x  18",  for  use  in 
brush  studies  of  grasses,  cattails,  corn,  and  other 
sturdy  growths.  To  make  the  use  of  this  large 
paper  possible  with  the  ordinary  school  desk,  an 
improvised  drawing  board  is  necessary.  These 


GENERAL     SUGGESTIONS 

"boards"  may  be  cut  from  pasteboard  that  is 
heavy  enough  not  to  warp,  or  better  still,  they 
may  be  cut  from  bookbinder's  board,  or  trunk 
board.  Boards  of  this  last  named  material  will 
last  several  years.  Their  use  has  proved  so  bene- 
ficial to  the  work  that  in  a  number  of  schools 
boards  have  been  used  with  all  sizes  of  paper,  thus 
permitting  the  pupil  to  sit  upright  when  drawing 
or  painting,  instead  of  bending  over  the  desk,  and 
to  see  his  sketch  in  the  same  position  that  he  sees 
his  model  or  study,  as  any  artist  would  work. 
The  sheets  are  fastened  to  the  board  by  means  of 
a  little  patented  device  known  as  the  Niagara 
clip,  which  is  purchased  at  any  stationer's  at 
slight  expense.  In  class  criticisms,  the  boards 
simplify  the  difficulty  of  collecting  the  drawings 
and  of  exhibiting  the  work,  for  but  two  minutes 
are  required  to  gather  the  boards  with  the  sketches 
on  them,  and  to  place  them  in  the  chalk-rail, 
against  the  blackboard,  in  full  view  of  the  class. 

For  wash-drawings,  silhouettes,  or  any  work  in 
neutral  values,  the  Prang  black  water-color  may 
be  used,  as  a  much  more  convenient  medium 
than  ink.  In  the  first  grade,  if  the  pencil  is  used 
at  all  it  should  be  of  large  soft  lead.  Even  this 
is  less  desirable  for  little  children  than  black 


GENERAL    SUGGESTIONS 

crayon  or  charcoal.  For  outline  drawing,  a  piece 
of  crayon  or  charcoal  should  be  sharpened  at  the 
end ;  for  mass  drawing,  the  side  of  a  piece  about 
an  inch  long  should  be  rubbed  over  the  paper. 
In  grades  above  the  second,  the  Prang  Sketching 
Pencil  is  an  excellent  pencil  for  general  use. 

Colored  crayons  of  the  quality  usually  supplied 
in  schools  are  used  to  the  best  advantage  in 
decorative  work,  although  even  here  preference 
should  be  given  to  water-color.  All  studies  of 
plant  growth  and  of  still  life  should  be  arranged 
against  a  suitable  background.  A  very  simple 
and  practical  background  can  be  made  by  tying 
two  tall  pieces  of  heavy  pasteboard  together,  like 
a  book-cover,  and  standing  them  on  edge.  Or, 
two  pieces  of  wood  from  a  soap-box  may  be 
nailed  together  at  right  angles,  the  upright  board 
measuring  i2r'x  19",  the  bottom  board  i2"x  12". 
Studies  can  be  placed  on  the  horizontal  board, 
and  a  tinted  paper  arranged  against  the  upright, 
for  a  background.  Of  course,  these  background 
devices  are  to  be  placed  on  boards  across  aisles, 
or  better  still  on  small  stands  or  tables  especially 
planned  for  this  purpose.  No  lesson  in  plant 
growth  or  still  life  should  be  attempted  unless 
at  least  six  studies  are  arranged  for  a  class  of 


GENERAL    SUGGESTIONS 

forty-eight  pupils.  One  study  should  be  arranged 
in  front  of  every  other  aisle. 

The  lessons  are  planned  on  a  basis  of  a  daily 
twenty-minute  period  in  the  first  three  grades; 
a  half-hour  period  three  times  a  week  in  the 
fourth,  fifth,  and  sixth  grades,  and  a  three-quarter 
hour  period  twice  a  week  in  the  seventh  and 
eighth  grades.  Where  conditions  make  it  neces- 
sary or  best  to  depart  from  these  plans,  the 
lessons  may  easily  be  adapted  to  particular  cases. 

The  great  purpose  of  these  lessons  is  to  lead 
the  child  to  see  beauty  in  some  phase  of  his  en- 
vironment. His  insight  is  deepened,  his  field  of 
vision  enlarged,  and  his  ideals  shaped  by  as- 
sociating what  he  himself  sees  with  what  others 
have  seen  and  expressed,  in  pictures  and  in 
literature.  This  is  the  inestimable  value  of  the 
beautiful  illustrations,  poems,  and  text  of  the 
books. 


COURSE   OF  STUDY  IN  ART 
FIRST     YEAR     IN     SCHOOL 


BOOK  I  is  to  be  in  the  hands  of  the  children  in  lessons  in  which 
the  teacher  desires  to  make  use  of  the  pictures  as  a  basis  for 
conversational  or  language  work.  They  may  receive  much 
benefit  from  the  pictures,  long  before  they  are  able  to  read 
the  text.  After  interest  has  been  awakened  in  the  picture, 
and  much  discussion  of  their  own  similar  observation  and 
experience  has  been  held  with  the  children,  the  teacher  may 
read  the  lessons  to  them,  while  their  eyes  follow  the  printed 
words.  In  later  lessons,  when  the  children  are  able  to  read 
quite  freely  for  themselves,  the  teacher  need  not  hesitate  to 
pronounce  for  the  children  any  words  which  they  cannot 
read.  Under  favorable  conditions,  children  should  be  able 
to  read  from  the  books  after  being  three  months  in  school. 

Outline  for  the  Month  of  September. 

FIRST  WEEK.  General  acquaintance  with 
school-room  conditions,  especially  with  the  new 
book.  Show  children  the  pictures ;  let  them 
discuss  them  freely.  Lead  discussions  particu- 
larly to  the  thought  suggested  on  page  i.  "Where 
is  the  little  girl?  What  is  she  doing?  She 
wishes  to  know  if  the  day  will  be  pleasant  so  that 
she  may  play  out  of  doors,  or  go  to  a  picnic,  or 
wear  her  new  dress  to  school.  What  color  is  the 
sky  on  a  pleasant  day  ?  " 

SECOND  .WEEK.  Acquaintance  with  the 
paint-box,  the  brush,  and  the  wrater-color  pan. 
Give  repeated  exercises  in  the  distribution,  plac- 
ing, and  opening  of  boxes.  Show  children  how 


COURSE   OF  STUDY  IN  ART 

to  apply  a  water-wash,  or  how  to  dampen  the 
paper.  Show  how  to  moisten  the  cake  of  color; 
how  to  lift  color  with  the  brush ;  how  to  apply  a 
clear  blue  wash  to  dampened  paper,  covering  the 
entire  surface.  Further  conversations  regarding 
blue  sky,  pleasant  weather,  etc.  Page  2  in  text 
book. 

THIRD  WEEK.  Conversations  regarding  the 
green  grass  —  a  soft  carpet  for  the  earth,  making 
pleasant  places  in  which  to  play.  "  Clear  blue 
sky  and  soft  green  grass !  I  will  show  you  how 
to  paint  them." 

FOURTH  WEEK.  Conversations  with  chil- 
dren relating  to  clouds :  when  seen ;  their  color ; 
sometimes  there  are  many,  sometimes  few,  some- 
times none  at  all  in  the  sky.  Paint  blue  sky, 
leaving  in  the  damp  paper  certain  spaces 
untouched  by  blue  color.  Add  green  fore- 
ground. Page  3. 

Note :  The  teacher  should  not  proceed  with  a  new  step 
until  the  exercises  leading  up  to  it  have  been  mastered  by 
the  children.  It  is  useless  to  try  for  good  effects  with  green 
grass  for  instance,  until  children  can  apply  a  clear,  trans- 
parent sky  wash ;  and  cloud  effects  should  not  be  attempted 
until  blue  sky  and  green  foreground  can  be  rendered 
satisfactorily. 

"  One  step  at  a  time  and  that  done  well 
Is  a  very  good  rule." 


FIRST     YEAR     IN     SCHOOL 

Outline  for  the  Month  of  October. 

FIRST  WEEK.  Conversational  lessons  based 
on  page  14.  Paint  from  large  showy  flower,  of 
strong  characteristics,  such  as  is  suggested  on 
page  15.  Vary  with  exercises  from  bright  ber- 
ries, as  on  page  18. 

SECOND  WEEK.  Conversational  lessons 
based  on  page  4.  Compare  with  pages  2  and  3. 
Relate  to  evening  effects  and  rainy  days,  as 
observed  by  the  children.  These  simple  effects 
in  grays  may  be  done  in  charcoal  mass,  or  with 
the  brush  and  ink  or  black  water-color. 

THIRD  WEEK.  Silhouettes  of  seed-pods, 
grasses,  or  grains,  in  large  size,  on  narrow  panels 
of  paper.  Try  for  size,  placing,  shape,  and  char- 
acteristic growth.  Be  sure  that  specimens  are 
interesting  and  well  arranged  against  background 
for  children  to  see.  Pages  16  and  17. 

FOURTH  WEEK.  Conversational  lessons  on 
the  pumpkin  —  its  use,  how  and  where  it  grows, 
what  we  do  with  it  on  Hallowe'en,  etc.  Paint 
from  large  specimen,  of  rich  color.  Use  pages 
19  and  20. 


COURSE   OF  STUDY  IN  ART 


Outline  for  the  Month  of  November. 

FIRST  WEEK.  Conversations  relating  to  sun- 
set skies :  —  "  When  do  we  see  bright  colors  in 
the  sky?  Who  has  seen  a  beautiful  sunset? 
Who  has  seen  a  sunrise  ?  Let  us  paint  the  rosy 
color  of  the  sunset  sky,  and  the  grass,  with  the 
shadows  of  evening  stealing  over  it."  Use  page 
10.  Children  may  memorize  poem  on  page  12. 

SECOND  WEEK.  Studies  from  seed-pods 
and  fruits  in  silhouette  or  in  color.  Base  lessons 
on  thought  of  the  harvest  time  —  the  gathering 
of  fruits  and  vegetables  for  winter  use,  and  of 
seeds  for  planting  in  the  spring.  See  page  21 
for  suggestions.  Vary  these  lessons  with  exer- 
cises in  paper  folding,  leading  from  first  simple 
folds  given  on  pages  52  and  53  to  folding  of  barn, 
bin,  market  basket,  etc.,  on  page  60. 

THIRD  WEEK.  Landscape  washes  with  sun- 
set sky,  and  November  foreground.  Grains,  seed- 
pods,  fruits,  and  vegetables  in  silhouette,  or 
pumpkin  again,  in  color.  Use  pages  16  to  21. 

FOURTH  WEEK.  Free  illustration  in  charcoal 
or  crayon  of  stories  based  on  the  Thanksgiving 


FIRST     YEAR     IN     SCHOOL 

idea.  Paper  folding  of  Priscilla  kerchief,  table- 
cloth, napkins,  etc. 

Outline  for  the  Month  of  December. 

FIRST  WEEK.  If  snow  is  on  the  ground, 
give  landscape  washes  to  represent  blue  sky, 
leaving  lower  part  of  paper  uncolored,  to  repre- 
sent snow.  Give  conversational  lessons  based  on 
snow  sports  and  games.  Discuss  pages  26  and 
27.  After  dramatic  action,  give  exercise  sug- 
gested on  page  27.  If  there  is  no  snow,  give 
landscape  washes  in  neutral  values,  as  on  pages 
4  and  5,  on  paper  of  different  shapes  and  sizes. 

SECOND  WEEK.  Winter  sunsets.  Use 
page  1 1,  omitting  tree  if  desired.  Conversation 
based  on  page  13.  Read  children  the  whole  of 
Stevenson's  delightful  poem,  "  Bed  in  Summer." 
Paper  folding  of  sled. 

THIRD  WEEK.  Conversations  based  on 
approach  of  Christmas.  Draw  and  cut  from 
paper,  toys  as  suggested  on  pages  40  and  ,41. 
Discuss  picture  on  page  44.  "  What  toys  have 
you  seen  in  the  store  windows  lately  ?  Tell  me 
with  your  brush  or  with  scissors  and  paper." 

5 


COURSE   OF  STUDY  IN  ART 

Give  many  exercises  in  making  simple  articles 
from  paper  and  in  weaving.  Use  in  this  connec- 
tion, pages  58,  59,  66,  67,  69,  or  71. 

FOURTH  WEEK.  Conversations  based  on 
pages  38  and  39.  "  What  are  you  going  to  give 
mother  for  Christmas  ?  Show  me  in  a  drawing." 
Making  of  Christmas  gifts.  Free  illustration  of 
Santa  Claus,  Christmas  tree,  etc. 

Outline  for  the  Month  of  January. 

FIRST  WEEK.  Neutral  washes  to  represent 
night.  Review  exercise  on  page  4,  modifying 
foreground  to  represent  snow  at  night.  Con- 
versations based  on  the  moon  —  its  beauty  and 
its  use  in  lighting  the  dark  world.  Vary  these  ex- 
ercises with  further  drawing  and  paper  cutting  of 
toys  received  at  Christmas.  Pages  40,41,  and  45. 
SECOND  WEEK.  Exercises  with  the  glass 
prism,  to  form  rainbow  colors  on  school-room 
wall.  Conversational  lessons  based  on  pages  54 
an(J  56.  Teach  children  names  of  colors  in  color 
chart,  on  page  facing  page  54.  Give  exercise  in 
color-blending  called  "stained  glass."  Pages  55 
and  57. 


FIRST     YEAR     IN     SCHOOL 

THIRD  WEEK.  Further  exercises  in  stained 
glass  effects,  for  practice  in  color-blending. 
Vary  with  toy  drawing  (pages  42  and  43)  and 
with  paper  cutting  or  free  illustration  of  Mother 
Goose  rhymes,  etc.  See  pages  26,  32,  and  36. 

FOURTH  WEEK.  Continued  exercises  in 
color-blending.  Give  soap-bubble  lesson,  pre- 
ceded by  the  blowing  of  bubbles,  pages  62  and 
63.  Vary  with  exercises  from  living  animal,  such 
as  cat  and  dog.  See  pages  34,  35,  and  36.  Lan- 
guage lesson  based  on  page  37. 


Outline  for  the  Month  of  February. 

FIRST  WEEK.  Painting  of  Japanese  lanterns, 
or  other  Japanese  toys.  Pages  46  and  47.  Vary 
with  exercises  from  dramatic  action,  such  as  those 
suggested  on  pages  31  and  33. 

SECOND  WEEK.  Exercises  in  color-blending, 
either  by  means  of  sunset  skies,  stained  glass, 
soap-bubbles,  or  Japanese  lanterns.  Actions  of 
the  figure  expressed  by  lines.  See  page  28. 
Render  such  exercises  in  large  size,  on  black- 
board, or  with  crayon  or  charcoal  on  large  paper. 


COURSE   OF  STUDY  IN  ART 

THIRD  WEEK.  Dramatic  action  lesson  of 
children  marching,  after  suggestion  on  page  30. 
Connect  with  stories  of  Washington's  boyhood. 
Free  illustration  of  other  scenes  in  Washington's 
life.  Children  draw  or  paint  flag,  slightly  draped. 

FOURTH  WEEK.  Conversational  lessons  on 
sphere,  cube,  and  cylinder,  as  suggested  on  pages 
48,  49,  and  50.  Children  trace  and  cut  circles, 
and  make  toy  parasol.  Page  51.  Free  illustra- 
tion of  winter  sports  and  occupations. 

Outline  for  the  Month  of  March. 

FIRST  WEEK.  Draw  and  paint  from  budded 
twigs,  especially  those  of  the  pussy  willow.  Chil- 
dren watch  the  swelling  of  the  buds  from  day  to 
day,  and  draw  to  express  their  changed  shapes. 
Page  25.  Free  illustrative  drawing  of  "  wind " 
pictures.  Making  of  windmill  (page  61).  Various 
signs  of  spring  used  as  basis  of  drawing  lessons. 

SECOND  WEEK.  Continued  drawing  or 
painting  of  budded  twigs.  Page  25.  Painting 
of  tulips,  if  they  can  be  procured.  Page  22.  Clay- 
modelling  of  bowl  and  flower-pot,  pages  64  and  65. 


FIRST      YEAR     IN     SCHOOL 

THIRD  WEEK.  Tree  buds  and  leafy  twigs. 
Making  of  kite ;  free  illustration  of  experiences 
in  kite-flying  time,  or  of  other  games  or  occupa- 
tions. Planting  of  beans  in  flower-pot.  Paint 
tulips  or  radishes. 

FOURTH  WEEK.  Sprouting  seeds  and  first 
leaves  on  tree  twigs,  in  silhouette,  making  many 
different  studies  as  growth  progresses.  Pages 
24  and  25. 

Outline  for  the  Month  of  April. 

FIRST  WEEK.  Early  spring  flowers,  in  sil- 
houette or  in  color.  Review  color  chart.  Paint 
tulips,  daffodils,  crocuses,  etc.  Teach  children 
the  names  of  colors  found  in  these  and  other 
bright  flowers  and  their  leaves.  Pages  22  and  23. 

SECOND  WEEK.  Conversational  lesson  based 
on  page  14.  "Who  has  gathered  flowers  this 
year?  Where  did  you  go ?  What  did  you  find? 
Tell  me  about  it  in  a  picture."  Give  similar  ex- 
ercise in  free  illustration,  using  charcoal  or  crayon. 

THIRD  WEEK.  "  Here  comes  the  green  grass 
again,  '  creeping,  creeping  everywhere.'  Let  us 
paint  the  beautiful  blue  sky,  and  the  fresh  green 

.  9 


COURSE   OF  STUDY  IN  ART 

grass."  Review  pages  i,  2,  and  3,  and  teach 
"dropping  in  "  of  distant  trees,  as  shown  on  page  6. 
Use  pages  7  and  8,  for  suggestions  as  to  variety 
in  the  work. 

FOURTH  WEEK.  Spring  flowers  and  spring 
landscapes.  Give  paper  cutting  or  drawing  for 
"  Jack  and  Jill "  exercise  suggested  on  page  9. 
Make  May  basket.  Page  68. 

Outline  for  the  Month  of  May. 

FIRST  WEEK.  Spring  landscape,  showing 
distant  trees,  spring  flowers,  and  tiny  plants 
from  sprouted  seeds.  Vary  with  exercises  from 
dramatic  action,  involving  use  of  some  animal. 

SECOND  WEEK.  Paint  a  "marine"  scene 
in  color  and  in  grays.  Relate  to  pages  4  and  5. 
Paint  from  birds,  if  possible,  and  from  hen  and 
chickens.  Give  exercises  in  clay-modelling  as 
suggested  on  pages  48,  49,  50,  and  on  pages  64 
and  65. 

THIRD  WEEK.  Spring  landscape  in  sunset 
coloring.  Watch  growth  of  plants  in  window 
boxes,  and  paint  in  green  wash  or  in  silhouette. 


10 


FIRST     YEAR     IN     SCHOOL 

Free  illustration  of  out-door  games  and  occupa- 
tions. 

FOURTH  WEEK.  Review  stained  glass  or 
soap-bubble  exercises.  Continued  work  from 
flowers.  Studies  from  birds,  insects,  and  animals. 

Outline  for  the  Month  of  June. 

Children  completing  the  first  grade  work  at 
this  time  should  be  able  to  read  freely  the  lessons 
of  the  book.  The  teacher  should  review  any 
part  of  the  work  which  she  thinks  the  children 
might  take  with  profit.  The  illustrations  will 
furnish  suggestions  for  many  exercises  not  worked 
out  in  the  book  or  in  this  outline.  Remember 
that  the  establishment  of  good  habits  of  work,  a 
large,  free  manner  of  handling  the  brush  and  the 
crayon,  willingness  to  attempt  expression  of  any 
idea  which  may  be  presented,  and  the  growth  of 
observation  are  all  more  important  considerations 
than  the  number  of  exercises  rendered.  It  is  not 
how  much  the  children  can  do,  but  how  thor- 
oughly and  well  they  can  do  a  few  simple  things. 


ii 


COURSE   OF  STUDY  IN  ART 
SECOND    YEAR    IN    SCHOOL 


The  text  in  Book  II  will  be  easily  read  by  children  in  second 
grade.  Points  brought  out  in  the  text  should  be  discussed 
with  the  children,  and  every  effort  made  to  relate  these  points 
and  the  illustrations  to  the  children's  own  experience  and 
observation.  Other  points  will  be  developed  by  the  dis- 
cussion, and  many  other  illustrations  of  the  subject  in  hand 
should  be  brought  in,  as  opportunity  permits.  The  use  of 
photographs  from  nature,  reproductions  of  paintings,  and 
illustrations  in  books  and  magazines  will  enrich  the  imagin- 
ation, quicken  observation,  and  add  to  the  general  culture  of 
students,  both  young  and  old. 

Outline  for  the  Month  of  September. 

FIRST  WEEK.  Children  will  enjoy  making 
the  acquaintance  of  the  new  book.  Take  the 
time  of  one  or  two  lessons  for  a  discussion  of  the 
pictures,  recalling  the  lessons  and  exercises  of 
last  year.  Anything  that  can  be  done  to  stimu- 
late or  cultivate  the  child's  interest  in  the  work 
represented  by  this  book  will  have  its  inevitable 
influence  on  the  work  of  his  hands.  While  much 
practice  with  materials  is  necessary,  the  teacher 
need  not  feel  that  the  children  must  draw  at 
every  lesson.  Conversational  lessons  of  the  right 
kind  are  as  vital  to  development  as  actual  practice 
with  brush  or  pencil. 

Direct  discussion  to  the  idea  suggested  on  page  i. 
Give  review  exercises  in  the  simple  landscape 

12 


SECOND    YEAR    IN    SCHOOL 

effects  of  the  first  year,  involving  blue  sky,  green 
field,  and  distant  trees.  Do  not  proceed  with  the 
added  difficulty  of  page  2  until  these  first  steps 
are  well  taken. 

SECOND  WEEK.  Landscape  washes  involv- 
ing water  in  the  foreground.  Page  2.  Show 
children  other  illustrations,  if  possible,  in  which 
a  lake,  pond,  or  pool  appears.  "  Have  you  been 
to  the  lake,  the  ocean,  or  a  river  this  summer? 
Do  you  remember  how  the  water  looked  on  a 
bright  summer  day  ?  Did  you  see  bushes  or  trees 
on  the  farther  shore  ?  Try  to  paint  a  picture  of 
what  you  saw."  Use  paper  not  smaller  than 
6"  x  9",  and  try  a  still  larger  size  when  the  chil- 
dren are  able  to  put  the  washes  on  well. 

THIRD  WEEK.  Fall  flowers,  weeds,  and 
grasses  painted  in  color.  Use  pages  14  and  15. 
Children  study  illustration  of  dandelion,  read  the 
lesson,  and  paint  from  studies  arranged  by  the 
teacher.  Use  clovers,  sunflowers,  or  any  available 
bright  flowers.  Adapt  paper  to  size  and  shape 
of  flowers  used. 

FOURTH  WEEK.  Simple  landscape  washes 
with  touches  of  autumnal  coloring  in  foreground 

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COURSE   OF  STUDY  IN  ART 

and  in  distant  trees.  Study  pages  2  and  3.  Dis- 
cuss change  of  coloring  observed  out  of  doors. 
"  How  can  we  give  a  touch  of  russet  or  gray-red 
to  grass  ?  By  adding  a  little  red  to  our  green 
foreground.  Let  us  try  it." 

Outline  for  the  Month  of  October. 

FIRST  WEEK.  "Trees  in  October  are  very 
beautiful.  They  show  us  gorgeous  coloring,  and 
we  shall  enjoy  painting  the  bright  hues.  We 
must  study  shapes  of  trees  very  carefully,  for  no 
amount  of  bright  color  will  make  a  bad  shape 
truthful  or  beautiful."  Use  pages  4  and  5. 
Direct  children's  attention  to  trees  whose  shapes 
can  be  clearly  seen  against  the  sky.  Try  to  get 
them  to  make  silhouettes  and  charcoal  mass  draw- 
ings from  direct  observation  and  from  memory. 
Show  pictures  of  trees.  To  quicken  interest  let 
them  paint  trees  in  full  color,  on  damp  paper, 
without  landscape  environment. 

SECOND  WEEK.  October  landscape  in  color. 
Use  page  6.  Discuss  trees  seen  by  children. 
Show  other  illustrations.  Paint  on  9"  x  12" 
paper,  studies  involving  blue  sky,  green  fore- 
ground touched  with  reddish  brown,  distant  trees, 

14 


SECOND    YEAR   IN  SCHOOL 

and  a  fine  large  tree  rising  against  the  sky. 
Teacher  may  use  large  "finder"  on  children's 
sketches,  showing  them  how  to  find  the  most 
beautiful  part.  These  selections  may  be  cut  out 
and  mounted.  Vary  landscape  work  with  studies 
of  chrysanthemum  or  other  fall  flower  in  color 
and  in  silhouette.  See  pages  17  and  18. 

THIRD  WEEK.  October  landscape  continued. 
Vary  lessons  with  silhouettes  of  grasses  and 
grains,  or  with  color  studies  of  bright  berries  or 
twigs  of  autumn  leaves.  In  this  connection  use 
pages  1 6  and  19. 

FOURTH  WEEK.  Study  fruits  growing  from 
their  twigs  —  by  fruits  we  mean  not  only  such 
things  as  apples  and  grapes,  but  any  seed  or  nut 
that  the  plant  or  tree  produces.  Use  pages  16, 
20,  22,  and  24.  Gather  many  seed-pods  for 
further  work  in  November. 

Outline  for  the  Month  of  November. 

FIRST  WEEK.  Further  study  of  seed-pods, 
cattails,  and  dried  grasses  and  sedges.  Make 
drawings  on  paper  adapted  to  size  and  shape  of 
specimen.  Children  save  their  best  exercises  to 

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COURSE   OF  STUDY  IN  ART 

be  used,  later,  in  simple  designs,  as  suggested  on 
page  58.  The  dominating  thought  of  the  nature 
work  at  this  time  should  be  the  harvest  idea  — 
the  gathering  of  fruits,  vegetables,  grains,  and 
nuts  for  winter  food.  Draw  and  paint  pumpkins, 
squashes,  apples,  nuts,  and  berries  —  any  material 
which  nature  affords. 

SECOND  WEEK.  Study  of  bare  trees,  from 
observation  and  from  pictures.  Use  page  7. 
Children  make  brush  or  crayon  studies  from 
trees  seen  from  the  windows  at  home,  and  bring 
sketches  to  school.  "  Who  can  tell  what  kind  of 
a  tree  this  is?  How  do  you  know?  We  can 
tell  the  different  kinds  of  trees  by  noticing  the 
growth  of  their  trunks  and  branches." 

THIRD  WEEK.  November  landscape,  involv- 
ing sunset  or  cold  gray  sky,  low-toned  fore- 
ground, distant  bushes  or  trees,  and  near  tree, 
lifting  its  bare  branches  against  the  sky.  Use 
color,  or  work  in  neutral  values  as  teacher  thinks 
best.  These  studies  may  also  be  done  in  charcoal 
mass.  Make  of  large  size,  using  9"  x  12"  paper. 
Teacher  afterwards  selects  with  large  finder  the 
most  interesting  part,  cutting  out  and  mounting  a 
few  of  the  best,  and  working  before  the  children. 

16 


SECOND    YEAR   IN   SCHOOL 

FOURTH  WEEK.  Conversational  lesson  based 
on  page  21.  Discuss  the  "life"  of  the  apple;  its 
journey  from  orchard  to  fruit-stand  or  cellar;  its 
uses.  Relate  to  personal  experiences.  Children 
write  short  stories  or  exercises  from  material  de- 
veloped by  conversation.  Connect  further  work 
of  week  with  Thanksgiving. 

Outline  for  the  Month  of  December. 

FIRST  WEEK.  If  there  is  snow,  give  simple 
landscape  effects  involving  sunset  sky  and  fore- 
ground of  paper  slightly  tinted  with  gray-violet, 
as  on  page  n.  Do  not  introduce  the  life  ele- 
ment until  these  washes  can  be  neatly  put  on. 
Vary  work  with  lessons  in  folding  of  sled,  etc., 
and  with  free  illustration  of  topics  appropriate  to 
the  season,  or  similar  to  those  suggested  on  page 
37- 

SECOND  WEEK.  Conversational  lessons  re- 
garding preparations  for  Christmas.  Making  of 
simple  gifts,  such  as  those  shown  on  pages  58, 
67,  and  69.  Draw:  "What  I  shall  give  to  mother 
for  Christmas."  "  What  I  would  like  for  Christ- 
mas." "What  I  saw  in  a  store  window."  "A 
picture  of  Santa  Claus." 

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COURSE   OF  STUDY  IN  ART 

THIRD  WEEK.  Painting  of  Christmas  tree 
in  winter  landscape,  Page  10.  These  and  similar 
landscape  washes  may  be  used  as  decorations  for 
blotters,  calendars,  book-covers,  book-marks,  and 
a  hundred  simple  articles  which  may  be  made 
from  a  good  quality  of  white  or  tinted  paper,  by 
the  children.  Each  child  should  make  at  least 
one  gift,  for  some  one  at  home. 

"  There's  none  so  poor  but  he  may  give  ; 
None  so  rich  but  may  receive." 

FOURTH  WEEK. 

"  Christmas  work  and  Christmas  joys 
Fill  the  hearts  of  girls  and  boys." 

Outline  for  the  Month  of  January. 

FIRST  WEEK.  "  What  did  you  get  for  Christ- 
mas ?  Show  me  with  your  pencil."  Use  pages 
38  and  39,  as  suggestions  for  conversational 
lessons  to  precede  illustrative  drawing.  Arrange 
simple  groups  of  toys,  or  single  toys  of  sufficient 
artistic  interest  to  be  drawn  or  painted.  Page  44 
suggests  an  excellent  idea. 

SECOND  WEEK.  Further  study  of  interest- 
ing objects,  such  as  are  shown  on  pages  42  and 
43.  Arrange  groups  to  show  light  and  dark 

18 


SECOND    YEAR    IN  SCHOOL 

contrasts.  Children  assist  in  selecting  for  a  group 
objects  that  seem,  to  belong  together.  Vary  these 
lessons  with  industrial  exercises.  It  will  be  an 
excellent  plan  to  make  the  furnishing  of  a  play 
house  with  paper  furniture  the  basis  of  many 
lessons  in  industrial  work.  See  page  62.  The 
rug  shown  on  page  70  may  be  carried  along  as 
the  industrial  work  for  several  weeks. 

THIRD  WEEK.  Making  of  simple  design  for 
wall-paper  for  play  house.  See  page  63.  Use 
water-color  or  colored  crayon,  and  show  many 
simple  designs,  from  which  children  may  get 
ideas.  Also  make  design  for  floor  covering. 
Follow  directions  given  on  page  59. 

FOURTH  WEEK.  Snow  landscapes,  in  neu- 
tral gray  or  in  color.  Use  page  1 1  for  sugges- 
tions. Introduce  life  element,  as  children  take 
great  interest  in  illustrating  skating,  sliding,  etc. 
Vary  work  with  industrial  exercise,  such  as  mak- 
ing of  stove  or  table,  pages  64  and  65. 

Outline  for  the  Month  of  February. 

FIRST  WEEK.  Give  lesson  suggested  on 
page  27.  Precede  by  dramatic  action  and  by  a 

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COURSE   OF   STUDY  IN  ART 

lesson  in  which  the  figure  is  used  without  land- 
scape environment.  Children  should  draw  or 
paint  the  dramatized  action  —  not  the  picture  in 
the  book.  The  same  idea  may  be  carried  out  in 
neutral  grays.  Vary  with  industrial  exercises, 
such  as  making  of  settee,  page  66. 

SECOND  WEEK.  Further  study  of  life,  after 
dramatic  action  or  from  memory,  as  suggested  on 
page  29.  Use  ink  for  silhouettes,  or  cut  from 
paper,  as  illustrated  in  rhyme  on  pages  34 
and  35. 

THIRD  WEEK.  Actions  of  human  figure  ex- 
pressed by  line.  Use  page  28.  Children  give 
dramatic  action  of  running,  jumping,  sitting, 
climbing,  etc.,  then  try  to  express  by  means  of 
lines  drawn  on  blackboard  or  large  paper.  Vary 
with  illustrative  lessons  in  drawing  or  paper  cut- 
ting from  stories  of  Washington's  boyhood. 

FOURTH  WEEK.  Further  study  of  life  and 
action.  Use  pages  30,  32,  and  33.  The  "gold- 
fish "  exercise  has  been  given  with  great  success. 
The  children  paint  the  fish,  and  then,  when  they 
are  nearly  dry,  wash  the  blue-green  color  over 
them.  Do  this  exercise  on  large  paper. 


20 


SECOND    YEAR   IN   SCHOOL 

Outline  for  the  Month  of  March. 

FIRST  WEEK.  Pages  48  and  49.  Vary  with  sil- 
houettes from  twigs  and  branches  placed  in  water 
in  the  school-room.  Children  watch  the  swelling 
buds  and  paint  or  draw  them  from  day  to  day. 

SECOND  WEEK.  Pages  50  and  51.  Vary 
lessons  with  illustrative  exercises  based  on 
Mother  Goose  rhyme  (see  pages  40  and  41),  or 
on  topics  selected  from  page  37. 

THIRD  WEEK.  Pages  52  and  53.  Vary  work 
by  asking  children  to  make  silhouettes  of  animal 
shapes,  and  to  repeat  them  to  form  borders.  See 
page  57.  Apply  these  decorations  in  some  way 
similar  to  suggestions  on  page  58. 

FOURTH  WEEK.  Pussy  willows  or  other  early 
twigs  and  tree  buds  in  color.  Page  23.  Vary  with 
exercises  on  color  chart  to  review  names  of  color. 
Page  56.  Give  exercise  in  stained  glass  effects 
for  practice  in  color-blending.  Page  55. 

Outline  for  the  Month  of  April. 

FIRST  WEEK.  Further  exercise  in  color- 
blending  for  soap-bubbles  or  stained  glass. 


21 


COURSE   OF  STUDY  IN  ART 

These  lessons  are  of  immediate  benefit  in  flower 
painting.  Use  tulips,  daffodils,  or  other  bright 
spring  flowers  in  lessons  following  these  exer- 
cises in  color-blending. 

SECOND  WEEK.  Flowers  or  twigs  in  color. 
Silhouettes  of  sprouting  seeds  or  young  plants. 
Vary  with  illustrative  exercises  appropriate  to  the 
season,  as  suggested  on  page  36. 

THIRD  WEEK.  Upon  some  rainy  day  in 
April,  give  exercise  suggested  on  page  12.  Pre- 
cede by  exercise  representing  a  gray  day,  without 
the  figure.  Vary  work  of  week  with  flower  stud- 
ies. Pages  23  and  25. 

FOURTH  WEEK.  Spring  landscapes,  involv- 
ing blue  sky,  green  field,  and  distance,  in  fresh 
spring  coloring.  Make  May  baskets. 

Outline  for  the  Month  of  May. 

FIRST  WEEK.  Spring  landscapes,  involving 
sunset  effects,  and  "marine"  effects.  Children 
might  paint  to  illustrate  the  following: 

"  Once  I  got  into  a  boat,  — 
Such  a  pretty  little  boat ! 
Just  as  the  day  was  dawning, 

22 


SECOND    YEAR   IN  SCHOOL 

And  I  took  a  little  oar 

And  I  pushed  off  from  the  shore, 

So  very,  very  early  in  the  morning." 

Vary  the  work  of  the  week  with  illustrative  draw- 
ing of  occupations  or  games  appropriate  to  the 
season.  See  pages  46  and  47. 

SECOND  WEEK.  Paint  from  hen  and  chick- 
ens brought  to  school,  or  from  rooster.  See  page 
31.  Vary  the  work  with  landscape  or  flower  paint- 
ing, or  with  other  exercises  in  painting  goldfish. 

THIRD  WEEK.  Children  may  try  to  find 
flowers  and  leaves  with  which  to  lay  a  color  circle, 
similar  to  the  one  shown  on  page  54.  Review 
names  of  colors.  Try  to  find  the  different  colors 
at  home,  in  worsted,  beads,  silks,  or  ribbons,  and 
bring  to  school,  to  match  with  colors  in  chart. 
Vary  this  work  with  exercises  in  representing 
night  effects  in  neutral  washes.  See  pages  8  and 
9.  Children  might  make  their  own  picture,  illus- 
trating 

"  There's  a  ship  on  the  sea, 
And  it's  sailing  to-night." 

Use  color  for  this  if  preferred. 

FOURTH  WEEK.  Conversational  lesson  based 
on  page  13.  "Have  you  been  to  a  picnic  this 
year  ?  Where  did  you  go  ?  Who  was  with  you  ? 

23 


COURSE   OF  STUDY  IN  ART 

What  did  you  do  ?  Tell  about  it  in  a  picture." 
When  opportunity  permits,  use  page  26  for  simi- 
lar lessons.  u  Who  has  been  to  a  circus  ?  Did 
you  see  many  different  animals?  Draw  or  cut 
the  different  animals  you  saw  there."  See  page 
32. 

Outline  for  the  Month  of  June. 

The  last  weeks  of  the  school  year  afford  an 
opportunity  for  a  review  of  any  line  of  work  the 
teacher  thinks  might  best  be  taken.  Or,  the 
children  may  emphasize  some  particular  line  of 
constructive  design,  such  as  clay-modelling.  It 
is  hoped  that  many  schools  will  introduce  clay- 
modelling  upon  a  more  serious  and  a  much  more 
profitable  basis,  than  has  been  the  custom  hereto- 
fore. The  exercises  in  modelling  given  in  these 
books  will  be  of  greatest  value  when  the  results 
of  the  lesson  can  be  fired  in  a  kiln,  and  thus 
become  durable  and  portable.  Pages  60  and  61 
suggest  simple  and  beautiful  forms,  that  may  be 
modelled,  decorated,  and  fired. 


24 


In  third  grade,  children  are  able  to  spend  some  time  in  the  prepa- 
ration of  a  lesson,  before  coming  to  class.  They  should  be 
led  to  work  more  independently  than  has  been  possible  up  to 
this  time,  and  should  be  encouraged  to  carry  out  some  of  the 
lessons  at  home,  or  outside  of  the  class  recitation  or  the 
school-room.  Such  exercises  as  those  given  on  pages  1 2  and 
37  are  suggestions  for  home  work. 

It  need  scarcely  be  said  that  the  illustrations  in  the  books  are  not 
to  be  copied,  except  where  such  direction  is  definitely  given. 
But  they  are  to  show  the  children  how  certain  ideas  have 
been  expressed,  and  to  help  them  to  express  similar  ideas  in 
a  similar  way.  Use  all  the  illustrations  available  from  other 
sources. 

Outline  for  the  Month  of  September 

FIRST  WEEK.  Devote  a  lesson  or  two  to  the 
discussion  of  the  new  book.  Let  children  enjoy 
the  pictures,  recalling  the  exercises  they  did  last 
year.  When  the  books  have  been  examined  and 
enjoyed,  lead  the  discussion  back  to  the  pictures 
of  out-of-doors,  encouraging  the  children  to  talk 
of  their  vacation  trips,  etc.  Use  page  i  in  this 
connection.  Read  children  the  whole  of  Whit- 
tier's  "  Barefoot  Boy."  Give  review  exercises  in 
simple  landscape  washes,  involving  blue  sky,  green 
field,  and  distant  trees. 

SECOND  WEEK.  Landscape  washes  as  sug- 
gested by  page  2,  introducing  a  road  or  path- 
way, river  or  stream.  Connect  this  illustration 

25 


COURSE   OF  STUDY  IN  ART 

with  scenes  observed  by  the  children,  and  show 
other  pictures  of  simple  landscapes  containing  a 
pathway  or  a  little  stream.  Use  Q"X  12"  paper. 
Teacher  may  use  a  large  finder  before  the  class, 
selecting  from  a  few  studies  the  most  interest- 
ing part,  cutting  it  out  and  mounting  on  fresh 
paper. 

THIRD  WEEK.  September  landscape,  involv- 
ing tree  in  full  foliage.  Children  may  practice 
painting  trees  by  dropping  color  on  slightly  damp- 
ened paper,  before  attempting  to  paint  them  in 
the  landscape.  They  may  also  practice  drawing 
shapes  of  trees  in  silhouette,  before  placing  them 
as  elements  of  the  landscape.  Study  illustration 
on  page  3.  Then  paint  a  simple  landscape  and 
place  in  it  some  particular  tree  that  has  been 
studied. 

FOURTH  WEEK.  Study  of  the  landscape  in 
neutral  values.  Use  page  4.  Make  many  studies 
of  shapes  of  trees  in  full  foliage,  and  place  within 
very  simple  landscape  environment.  For  practice 
in  using  gray  washes,  copy  in  grays  the  picture 
on  page  2,  making  it  twice  as  large.  Show  many 
pictures  of  trees  against  the  sky,  and  lead  children 
to  observation  of  particular  trees. 

26 


THIRD     YEAR     IN     SCHOOL 

Outline  for  the  Month  of  October. 

FIRST  WEEK.  Paint  from  late  flowers  or 
weeds,  or  bright  autumn  leaves  and  berries.  Use 
pages  14,  15,  or  1 8.  Be  sure  that  the  studies  are 
large,  simple,  and  well  arranged  against  back- 
grounds. Use  large  paper  in  shape  adapted  to 
shape  of  specimen. 

SECOND  WEEK.  Grasses,  grains,  sedges,  or 
any  fall  growth  that  is  interesting  in  shape,  are  to 
be  painted  in  one  or  two  values  of  gray.  See 
pages  1 6  and  17.  Try  for  large  size,  free  hand- 
ling, truthful  shape,  and  right  growth.  Teacher 
may  use  a  large  finder  in  some  of  the  exercises, 
showing  how  a  drawing  is  improved  by  being 
well  placed  in  a  space. 

THIRD  WEEK.  Paint  from  fruit  growing  on 
a  twig,  as  suggested  on  page  19,  or  from  bright 
berries,  like  the  bittersweet.  Paint  sprays  of 
autumn  leaves,  or  make  silhouettes  from  seed- 
pods.  Study  a  bunch  of  grapes,  growing  with  its 
tendril,  stem,  and  leaf.  See  page  20. 

FOURTH  WEEK.  Paint  from  pumpkins,  or 
in  illustration  of  Hallowe'en  sports  and  games. 
Relate  page  6  to  experiences  of  children.  Let 

27 


COURSE   OF  STUDY  IN  ART 

them  enjoy  the  humor  of  the  picture,  and  paint  or 
draw  in  illustration  of  similar  experience  of  their 
own.  Use  page  7  in  the  same  way.  "  Have  you 
had  a  bonfire  this  fall  ?  Where  did  you  build  it  ? 
Was  it  at  night?  Can  you  think  how  the  flames 
looked  against  the  dark  sky?  Who  was  with 
you  ?  Try  to  tell  me  in  a  picture  how  your  bon- 
fire looked."  If  teacher  feels  that  water-color  is 
too  difficult  for  this  exercise,  children  will  enjoy 
expressing  the  same  idea  in  charcoal,  or  with 
colored  crayon. 

Outline  for  the  Month  of  November. 

FIRST  WEEK.  Children  paint  sunsets,  involv- 
ing the  idea  of  color  reflections  in  the  water,  as 
shown  on  page  10.  This  work  is  very  attractive 
to  children,  and  not  difficult  for  them  to  do  with 
satisfactory  results.  Try  to  get  them  to  make 
observations  of  sunsets  themselves,  and  to  paint 
from  memory  of  what  they  saw.  Seed-pods, 
grasses,  vegetables,  and  fruits  studied  in  neutral 
values  and  in  color. 

SECOND  WEEK.  Conversational  lesson  on 
page  5.  Connect  with  children's  own  experi- 
ence. Children  draw  in  illustration  of  some 

28 


THIRD      YEAR    IN     SCHOOL 

nutting  expedition,  or  to  show  the  harvesting  of 
various  farm  products,  for  winter  use.  City  chil- 
dren who  are  without  experience  in  the  idea  of  the 
page  may  use  page  2 1  as  the  basis  of  a  language 
lesson.  Any  exercise  which  calls  for  appreciation 
of  "  the  kindly  fruits  of  the  earth  "  will  be  appro- 
priate at  this  time. 

THIRD  WEEK.  Large  vegetables,  such  as  the 
squash,  carrot,  or  pumpkin  in  mass.  Simple  groups 
may  be  arranged,  as  shown  on  page  45.  Use 
stories  of  early  Colonial  life  as  basis  for  illustra- 
tive drawing  lessons.  Paint  the  Mayflower  at  sea. 

FOURTH  WEEK.  Same  work  continued.  Let 
the  thought  of  Thanksgiving  and  the  harvest 
time  be  the  basis  of  the  week's  work. 

Outline  for  the  Month  of  December. 

FIRST  WEEK.  Study  the  growth  of  trees, 
without  leaves,  after  idea  suggested  on  page  8. 
Lead  children  to  study  particular  trees,  seen  from 
the  windows,  or  on  the  way  to  school.  Make 
large  drawings,  using  brush  and  ink  or  crayon. 
Begin  industrial  work,  which  may  be  used  for 
Christmas  gifts,  as  box  on  page  69. 

29 


COURSE   OF   STUDY  IN  ART 

SECOND  WEEK.  Winter  landscape  in  neu- 
tral values,  as  shown  on  page  9.  Paint  winter 
sunsets  in  color.  Study  and  paint  evergreen 
trees  in  winter  landscape.  Industrial  work  for 
Christmas  gift  —  picture  mount,  page  70. 

THIRD  WEEK.  Make  Christmas  gifts.  See 
suggestions  on  pages  72,  73,  74,  75,  and  79.  Cal- 
endars. 

CHRISTMAS. 

God  bless  all  givers  and  their  gifts 

And  all  the  giftless,  too, 
And  help  them  by  whatever  shifts 

Their  kindly  will  to  do. 
When  seasons,  which  our  hearts  expand, 

Our  purses  fail  to  fill, 
A  word,  a  smile,  a  clasp  of  hand 

Shall  carry  our  good  will. 

Let  him  who  hath  his  plenty  share, 

And  him  who  lacks,  his  lack. 
Give,  each  one,  what  he  may,  nor  care 

What  recompense  comes  back. 
If  only  love  his  heart  shall  swell, 

And  kindness  guide  his  hand, 
His  Christmas  he  shall  keep  as  well 

As  any  in  the  land  ! 

Out  greed  !     Out  guile  !     Out  jealousy  ! 

Out  envy !     Out  despair  ! 
Come  hope  !     Come  faith  !     Come  charity  ! 

And  ease  the  pains  of  care. 
Come  Christmas  with  thy  message  dear 

And  all  thy  gentle  mirth 
To  teach  that  love  shall  cast  out  fear 

And  peace  shall  reign  on  earth. 

EDWARD  S.  MARTIN. 
30 


THIRD      YEAR     IN     SCHOOL 


Outline  for  the  Month  of  January. 

FIRST  WEEK.  Pages  64,  65,  and  70.  For 
the  decoration  of  the  calendar,  use  a  winter  land- 
scape in  three  values. 

SECOND  WEEK.  Conversational  lessons  based 
on  pages  38,  39,  and  41.  Talk  with  the  children 
about  toys  received  for  Christmas.  "  Who  can 
bring  a  box  of  tools  to  school  ?  Who  has  a  set 
of  baking  dishes  ?  We  can  arrange  many  inter- 
esting studies  from  our  toys."  See  suggestions 
on  pages  42  and  43. 

THIRD  WEEK.  Further  drawing  of  toys, 
choosing  those  which  express,  in  miniature,  a 
dignified  occupation,  following  out  the  idea  sug- 
gested on  pages  38  and  41.  Children  may  mem- 
orize "  The  Land  of  Counterpane,"  and  enjoy  the 
illustration  for  the  poem,  on  page  39. 

FOURTH  WEEK.  Paint  simple  groups  of 
Japanese  lanterns  as  suggested  on  page  46.  Ar- 
range groups  so  that  entire  shapes  of  lanterns  are 
seen,  for  first  work.  Small  lanterns  suspended  in 
shallow  pasteboard  boxes  standing  on  end  are 
best  for  this  work.  There  should  be  a  group  for 


COURSE   OF  STUDY  IN  ART 

every  other  aisle.  Other  Japanese  toys  may  be 
drawn  or  painted,  as  on  page  47. 

Outline  for  the  Month  of  February. 

FIRST  WEEK.  The  work  to  be  emphasized 
this  month  is  drawing  from  animal  and  human 
life.  Any  pet  animal  may  be  brought  to  school, 
and  drawn  in  many  different  attitudes  and  posi- 
tions. See  suggestive  illustrations  on  page  33. 
Vary  this  work  with  lessons  from  type  forms. 
Page  48. 

SECOND  WEEK.  Study  pet  rabbit,  brought 
to  school.  See  page  34.  Make  studies  in  sil- 
houette and  in  values.  After  practice  of  this 
kind,  place  rabbit  in  landscape.  See  suggestion 
on  page  35.  For  form  study,  use  page  49. 

THIRD  WEEK.  Give  exercises  in  figure 
drawing,  after  dramatic  action,  as  suggested  on 
pages  26,  28,  and  29.  In  this  connection,  scenes 
from  the  Life  of  Washington  might  be  enacted 
and  drawn,  such  as  "  Playing  Soldier,"  "  Chopping 
down  the  Cherry-tree,"  etc.  For  form  study,  use 
pages  50  and  5 1. 

32 


THIRD     YEAR     IN    SCHOOL 

FOURTH  WEEK.  Arrange  some  interesting 
costume  study  similar  to  that  on  page  27,  and 
let  children  try  to  paint  it  with  water-colors,  or 
draw  it  in  colored  crayons.  The  action  of  the 
pose  or  character  may  be  repeated  many  times,  as 
the  children  work.  In  all  this  elementary  figure 
and  animal  drawing,  the  idea  is  not  the  definite 
study  of  the  proportions  of  the  figure,  but  the  ex- 
pression of  the  life,  action,  and  characteristic  at- 
titudes of  the  subjects  studied.  Pages  52  and  53 
for  formal  work. 


Outline  for  the  Month  of  March. 

FIRST  WEEK.  The  costume  pose  studied 
last  week  may  be  placed  in  a  landscape,  as  on 
page  30.  The  idea  represented  in  the  costume 
must,  of  course,  be  carried  out  in  the  landscape. 
For  instance,  a  fishing  pose,  or  Red  Riding  Hood, 
would  demand  a  very  different  environment  from 
the  one  given  on  page  30.  A  pretty  idea  is  sug- 
gested on  page  26.  Any  game  or  occupation  of 
the  season  might  be  taken  as  the  basis  for  work 
of  this  kind,  which  is  partly  from  life,  partly  from 
memory,  and  largely  from  imagination. 

33 


COURSE   OF  STUDY  IN  ART 

SECOND  WEEK.  Conversational  lesson  based 
on  page  54.  Relate  to  color  chart.  Recall  and 
review  exercises  in  color-blending  by  making 
stained  glass  effects.  Make  the  stained  glass 
window  design  given  on  page  55,  by  working 
with  colors  scaled  from  tulip.  Children  carry  out 
directions  given  on  page  56. 

THIRD  WEEK.  Further  practice  in  scaling 
colors.  Use  the  red  geranium.  Make  stained 
glass  effect,  using  colors  found  there.  Change 
shape  of  window. 

FOURTH  WEEK.  Colors  scaled  from  pansy 
or  daffodil.  Stained  glass  effects,  using  these 
color  schemes.  Give  exercise  suggested  on  page 

12.  Discuss  the  beautiful  illustration  on  page 

13.  Children  memorize  poem. 

Outline  for  the  Month  of  April. 

FIRST  WEEK.  Early  spring  flowers  and  twigs 
in  values.  Page  24.  Begin  systematic  exercises 
in  design.  Pages  60  and  61. 

SECOND  WEEK.  Spring  flowers  and  twigs 
in  color  or  in  values.  See  page  22.  Make  and 
decorate  book-cover,  page  62. 

34 


THIRD      YEAR     IN    SCHOOL 

THIRD  WEEK.  Simple  landscape  in  spring 
coloring.  Children  might  try  to  put  landscape 
on  page  63  in  color.  For  exercises  in  design, 
carry  out  directions  in  lesson  on  page  63.  Re- 
view value  chart,  page  64. 

FOURTH  WEEK.  Value  studies  from  iris  or 
blue  flag.  See  page  25.  For  design,  make  lan- 
tern, pages  67  and  68.  Notice  decoration. 

Outline  for  the  Month  of  May. 

FIRST  WEEK.  Paint  hen  and  chickens,  or 
rooster,  from  life.  Page  31.  Silhouettes  of 
"farm"  animals,  when  possible.  Page  32.  For 
work  in  design,  clay  -  modelling  of  flower -pot, 
page  76.  The  design  for  the  flower-pot  given 
in  the  book  may  be  copied,  and  original  decora- 
tion applied. 

SECOND  WEEK.  Spring  landscapes  in  color 
or  in  values.  For  design,  clay-modelling  of  cas- 
serole. These  articles  should  be  fired  in  order 
to  become  of  permanent  value. 

THIRD  WEEK.  Spring  landscape  involving 
tree  or  shrub  in  blossom.  See  page  u.  For 

35 


COURSE   OF  STUDY  IN  ART 

design  exercises,  make  blotters,  boxes,  or  port- 
folios, and  decorate  with  brush  strokes  to  repre- 
sent flower  or  leaf  shapes. 

FOURTH  WEEK.  Paint  clover,  or  other  way- 
side flowers.  See  page  2 3.  For  constructive  de- 
sign, make  doll's  hammock.  Pages  80  and  81. 

Outline  for  the  Month  of  June. 

General  work  from  nature.  Children  will  enjoy 
giving  this  work  a  tendency  toward  design  by 
making  color  scales  from  garden  flowers,  weeds, 
etc.,  and  applying  these  schemes  in  various  de- 
signs. The  work  in  scaling  colors  and  blending 
in  stained  glass  effects  is  very  valuable,  and  is 
intensely  interesting  to  children.  More  clay- 
modelling,  of  the  kind  indicated  on  pages  76 
and  77,  may  also  be  given  with  profit.  Look  after 
the  general  style  and  habit  of  work  of  your  pupils. 
Are  they  as  ready  in  this  branch  of  work  to  leave 
your  guidance  and  tutelage  as  they  are  in  the 
inevitable  three  R's? 


COURSE   OF  STUDY  IN  ART 
FOURTH    YEAR  IN  SCHOOL 


This  book  can  be  used  to  the  best  advantage  if  a  study  period  is 
devoted  to  the  preparation  of  the  lesson,  as  is  usual  with  other 
subjects  in  which  a  text  book  is  supplied,  such  as  arithmetic, 
reading,  spelling,  etc.  Many  of  the  lessons  can  be  carried 
out  by  the  pupil  unassisted  by  the  teacher,  and  the  results 
brought  to  the  class  for  criticism  and  discussion.  The  edu- 
cational advantage  of  having  children  work  more  independ- 
ently than  has  been  possible  where  the  teacher  or  supervisor 
was  the  sole  source  of  information,  will  not  be  questioned. 


Outline  for  the  Month  of  September. 

FIRST  WEEK.  Devote  the  time  of  one  or 
two  lessons  to  a  discussion  of  the  new  book  with 
the  pupils.  Let  them  talk  freely  about  the  pict- 
ures, recalling  experiences  or  associations  of  their 
own  that  the  pictures  seem  to  suggest.  Much  of 
the  work  will  seem  familiar  to  the  children  and 
some  of  it  will  be  new  and  of  fresh  inspiration. 
Do  not  begin  with  the  painting  of  an  autumnal 
landscape,  as  the  present  season  probably  does 
not  suggest  the  coloring  in  the  picture  on  page  2, 
but  let  children  read  pages  i,  2,  and  3,  for  the 
sake  of  learning  to  make  and  use  a  finder.  Carry 
out  the  directions  given  on  page  3. 

SECOND  WEEK.  Read  and  enjoy  pages  16 
and  17.  Give  work  indicated  on  page  18.  Use 

37 


COURSE   OF  STUDY  IN  ART 

large  paper,  and  draw  grasses  in  life  size.  Finish 
week's  work  with  lesson  on  use  of  finder.  Page  19. 

THIRD  WEEK.  Fall  flowers,  weeds,  grasses, 
or  sedges  in  color.  Sweet  pea,  clover,  thistle, 
aster,  brown-eyed  Susan,  flowering  bean,  salvia, 
are  suggestions.  Make  large,  free  sketches  on 
paper  of  good  size,  and  use  finder  to  select  most 
interesting  part.  Cut  and  mount  selection.  Refer 
to  pages  20  and  21. 

FOURTH  WEEK.  Growth  of  fruits  or  vege- 
tables, in  values  or  in  color.  Make  large,  free 
drawings,  and  afterwards  improve  their  composi- 
tion by  using  finders.  See  page  27. 

Outline  for  the  Month  of  October. 

FIRST  WEEK.  Study  of  the  autumn  land- 
scape. Page  2.  Use  picture  as  basis  of  discus- 
sion as  to  what  children  have  themselves  seen. 
Show  other  illustrations.  Make  simple  landscape 
washes,  in  autumnal  coloring,  before  attempting 
tree.  Lead  the  children  to  definite  observation  of 
some  beautiful  tree  and  ask  them  to  paint  it  rising 
against  the  blue  sky,  and  growing  from  the  midst 
of  green  grass  touched  with  red  and  brown. 

38 


FOURTH    YEAR    IN  SCHOOL 

SECOND  WEEK.  Continued  work  from  Oc- 
tober landscape.  Work  on  large  paper  —  9"  x  1 2". 
Study  page  2,  and  use  finders  on  several  sketches. 
Cut  out  and  mount  selections  on  gray  bogus 
paper. 

THIRD  WEEK.  Shapes  and  growth  of  trees 
in  full  foliage.  Study  page  5.  Make  large  draw- 
ings of  particular  trees.  In  this  connection  use 
pages  28  and  29. 

FOURTH  WEEK.  Trees  in  foliage  with  land- 
scape background.  See  suggestions  on  page  4. 
Use  ink,  crayon,  or  color.  Or,  give  studies  of 
bright  berries,  as  on  page  20,  or  of  large  growths 
bearing  seed-pods,  such  as  milkweed,  cattail,  or 
any  weeds  of  interesting  color,  size,  and  shapes. 
Sometimes  large  Manila  paper — 12"  x  18"  —  is 
successfully  used  in  this  grade  for  brush  studies 
from  this  kind  of  material.  See  General  Sugges- 
tions. Use  page  7  for  conversational  and  illustra- 
tive work. 

Outline  for  the  Month  of  November. 

FIRST  WEEK.  Let  children  read  and  enjoy 
pages  44  and  45.  Call  attention  to  the  pencil 

39 


rendering  in  the  sketch  on  page  44*  Sketch  some 
simple  bowl  or  jar  in  four  different  mediums,  after 
study  of  pages  46  to  49. 

SECOND  WEEK.  Fruits  and  vegetables  com- 
bined with  appropriate  manufactured  articles. 
This  is  legitimate  still-life  study.  See  page  50. 
Use  charcoal  mass  or  brush  and  neutral  water- 
color,  or  make  large  outline  studies. 

THIRD  WEEK.  Studies  from  barrels,  baskets, 
boxes,  and  large  vegetables,  such  as  the  Hubbard 
squash  and  the  pumpkin,  using  the  accented  line. 
Use  large  paper  and  soft  lead  pencil  or  crayon 
outline.  Study  page  54. 

FOURTH  WEEK.  Single  objects  or  groups 
arranged  from  such  objects  as  are  illustrated  on 
page  51.  Or,  children  decorate  cover  for  pro- 
gram of  Thanksgiving  exercises. 

Outline  for  the   Month  of  December. 

FIRST  WEEK.  Japanese  lanterns,  in  colors  or 
in  values.  See  pages  55  and  56.  Give  any  exer- 
cises suggested  on  page  57  for  review  or  for  home 
work.  Call  attention  to  the  group  used  as  a  tail- 
piece on  page  57. 

40 


FOURTH    YEAR   IN   SCHOOL 

SECOND  WEEK.  The  work  on  Measuring 
and  Planning  (Geometry)  given  in  this  book 
may  be  taught  with  best  results  in  connection 
with  the  making  of  simple  objects  from  card- 
board or  paper.  Children  should  make  the  tools, 
for  which  directions  are  given  on  page  67,  and 
carry  out  the  exercises  given  on  pages  68  to 
71,  either  with  these  home-made  instruments,  or 
with  compasses  and  rulers.  The  geometric  prob- 
lems given  may  be  applied  in  the  making  and 
decorating  of  pen-wipers,  blotters,  boxes,  book- 
covers,  calendars,  memorandum  tablets,  etc.,  as 
well  as  on  the  articles  described  and  suggested 
on  pages  72  and  73.  See  also  pages  87,  88,  89, 
90,  91,  93,  94,  95,  97,  and  98  for  suggestions  as  to 
other  decorative  elements  and  constructive  de- 
signs which  may  be  used  in  the  making  of 
articles  suitable  for  Christmas  gifts.  The  possi- 
bilities of  tinted  and  colored  papers  of  good 
weight  and  quality  are  almost  without  limit  in 
carrying  out  work  of  this  kind.  The  pages  re- 
ferred to  give  a  wide  range  of  articles  which 
might  easily  be  constructed  in  the  school-room, 
but  the  wise  teacher  will  select  only  one  or  two 
of  these  articles  to  be  made  and  decorated.  It 
will  be  best,  for  instance,  to  have  each  child  make 


COURSE   OF  STUDY  IN  ART 

a  case  for  newspaper  clippings  and  a  box,  card- 
case,  or  court-plaster  case,  than  to  allow  each 
child  to  make  a  different  article. 

THIRD  WEEK.  At  Christmas  time,  children 
often  desire  to  use  lettering  in  some  decorative 
way.  A  simple  alphabet  is  given  on  pages  74 
and  75,  with  directions  for  planning  and  drawing 
the  letters.  Avoid  elaborately  decorated  letters, 
or  letters  whose  poor  proportions  are  disguised 
by  means  of  many  flourishes.  The  alphabet  given 
is  simple,  is  definite  in  its  proportions,  and  is  a 
satisfactory  one  for  general  use.  See  that  every 
child  is  able  to  make  a  simple  gift,  or  neatly  letter 
a  Christmas  greeting  for  some  one  at  home. 

Outline  for  the  Month  of  January. 

FIRST  WEEK.  Study  of  bare  trees.  See 
page  6.  Work  from  observation  of  growth  of 
trees  and  from  pictures  of  trees  in  winter.  Make 
large  studies  in  crayon,  brush  or  charcoal.  Try 
to  get  children  to  draw  trees  seen  from  the  win- 
dows at  home,  and  bring  the  drawings  to  school. 
"  Who  can  name  this  tree  ?  How  do  you  know  it  ? 
How  many  pictures  of  elm-trees  have  we  in  our 
exhibit?" 

42 


FOURTH    YEAR    IN  SCHOOL 

SECOND  WEEK.  Study  of  winter  landscape, 
with  sunset  effect  on  snow.  See  page  8.  Study 
of  winter  landscape  in  values.  Page  9.  Do  not 
copy  illustrations  in  book,  but  work  from  actual 
scenes  or  from  descriptions.  For  home  work, 
use  selection  from  page  15. 

THIRD  WEEK.  Perspective.  Children  read 
and  enjoy,  and  possibly  memorize  poem  on  page 
58.  Make  sketches  from  object  similar  to  illus- 
trations on  page  59.  Study  pages  59  and  60. 

FOURTH  WEEK.  Draw  from  object  similar 
to  that  shown  on  page  61.  Make  two  sketches 
in  one  lesson.  This  is  more  of  an  exercise  in 
seeing  than  the  definite  teaching  of  the  prin- 
ciple of  converging  lines.  Give  lesson  on  page 
62. 

Outline  for  the  Month  of  February. 

FIRST  WEEK.  Read  and  discuss  page  63. 
Refer  to  sketch  on  page  54.  "  Is  this  a  wash- 
drawing  or  a  pencil-sketch  ?  How  do  you  know  ?'" 
Read  page  65.  Call  attention  to  the  ellipse 
shown  in  font,  the  beauty  of  its  proportions, 
the  thickness  of  the  rim,  the  apparently  greater 

43 


COURSE   OF  STUDY  IN  ART 

distance  between  inner  and  outer  edges  shown  at 
the  ends  of  the  ellipse,  etc. 

SECOND  WEEK.  Begin  study  of  Life  and 
Action.  Read  and  discuss  pages  30  and  31.  Call 
attention  to  beauty  of  illustration  and  mode  of 
rendering.  Arrange  a  "costume"  pose  and  paint 
with  very  simple  landscape  environment,  as  on 
page  32. 

THIRD  WEEK.  Different  positions  of  the 
same  pose.  Page  33.  Pose  drawing  in  three 
different  stages.  Page  34.  Make  large  sketches, 
working  rapidly  and  drawing  with  crayon  or  char- 
coal. 

FOURTH  WEEK.  Study  definite  propor- 
tions of  the  figure.  Pages  35  and  36.  Study  and 
draw  hands  and  feet.  Page  37. 

Outline  for  the  Month  of  March. 

FIRST  WEEK.  Introduce  study  of  an  animal 
in  connection  with  figure.  Page  38.  Make  in 
large  size.  Show  light  and  dark  effects,  as  in 
illustration. 

44 


FOURTH    YEAR    IN  SCHOOL 

SECOND  WEEK.  Actions  and  attitudes  of 
animals.  Study  from  dog  at  school  and  at  home. 
Pages  39  and  40. 

THIRD  WEEK.  Read  and  discuss  page  41. 
Make  wash-drawings  of  pigeons. 

FOURTH  WEEK.  Read  and  discuss  page  42. 
Show  other  reproductions  of  masterpieces  ex- 
pressing ideas  of  life  and  action.  Give  exercises 
selected  from  page  43  for  review  or  for  home 
work.  Call  attention  to  tail-piece  on  that  page, 
and  note  its  relation  to  thought  of  chapter. 

Outline  for  the  Month  of  April. 

FIRST  WEEK.  Study  and  draw  tree  buds. 
See  page  23.  Make  sketches  with  charcoal, 
crayon,  or  soft  lead  pencil.  Sketch  from  several 
different  growths,  at  several  different  stages. 

SECOND  WEEK.  Draw  from  whole  plants 
of  wild  flowers,  as  suggested  on  page  25.  Make 
wash-drawings,  pencil  or  charcoal  sketches.  If 
outline  sketches  are  used,  recall  the  accented  line, 
illustrated  on  pages  25,  26,  54,  89,  etc. 

THIRD     WEEK.       Paint   a   blooming    plant, 

45 


COURSE   OF  STUDY  IN  ART 

growing  in  a  flower-pot.  See  page  52.  Or,  use 
stalk  or  plant  of  geranium,  page  24.  Express 
either  study  in  neutral  values,  as  a  second  step. 
See  lesson  on  page  53. 

FOURTH  WEEK.  Paint  landscape  in  spring 
coloring.  See  page  14.  Use  apple-tree  in  bloom, 
or  any  flowering  shrub,  or  if  this  is  too  difficult, 
use  simple  washes  in  spring  coloring  to  express 
blue  sky,  green  field,  distance,  and  pool  of  water 
or  pathway  in  foreground.  Or,  paint  in  neutral 
values  "  A  Rainy  Day."  Or,  paint  a  spring  sun- 
set. Or,  paint  in  illustration  of  the  following: 

"  My  heart  leaps  up  when  I  behold 
A  rainbow  in  the  sky." 

Outline  tor  the  Month  of  May. 

FIRST  WEEK.  Review  color  chart.  Study 
page  79.  Study  page  80,  and  carry  out  sugges- 
tions of  that  lesson. 

SECOND  WEEK.  Definite  work  in  design. 
Study  pages  81  and  82.  Carry  out  exercises  as 
there  directed. 

THIRD  WEEK.  Further  work  in  space  divi- 
sion. Express  areas  in  values.  Page  83.  Copy 

46 


FOURTH    YEAR   IN    SCHOOL 

simple  gingham  designs  or  Scotch  plaids.  Page 
84. 

FOURTH  WEEK.  Design  for  stained  glass 
window  in  color  and  in  values.  Pages  85  and 
86. 

Outline  for  the  Month  of  June. 

FIRST  WEEK.  Flowers  in  different  positions. 
Page  22.  How  to  obtain  shapes  from  nature  for 
use  in  design.  Page  89.  Applications.  Page  90. 

SECOND  WEEK.  Many  exercises  in  decora- 
tive design  can  be  given,  as  suggested  on  pages 
87  and  88.  Or,  flowers  from  nature  may  be 
painted,  as  on  page  21,  their  colors  scaled  and 
these  colors  used  in  carrying  out  some  decorative 
or  constructive  work.  See  pages  92  and  93. 

THIRD  WEEK.  Draw  an  interesting  street 
scene  in  your  town,  after  studying  the  text  on 
page  12  and  noticing  the  illustrations  on  page  13. 
Discuss  the  beautiful  composition  on  page  n. 

FOURTH  WEEK.  Any  exercises  omitted  in 
work  of  year,  that  do  not  depend  for  their  value 
on  a  particular  season. 

47 


COURSE  OF  STUDY  IN  ART 


Note:  The  authors  of  Book  IV  and  of  this  outline  for 
its  use,  are  well  aware  that  not  all  the  work  given  can  be 
accomplished  in  the  average  fourth  grade.  The  fact  that  no 
one  person  or  no  group  of  persons  can  map  out  a  course  of 
lessons  to  be  followed  in  a  locality  not  familiar  to  that  person 
or  group  needs  no  argument.  Every  supervisor  must  adapt 
the  book  and  the  outline  to  local  needs.  If  this  were  not  so, 
there  would  be  small  need  for  the  supervisor.  But  the  attempt 
is  made  in  this  outline  to  show  the  author's  ideas  as  to  the 
proper  sequence  of  subjects  and  of  lessons. 
In  many  cases  it  will  be  better  to  omit  the  work  of  certain 
weeks  altogether,  giving  more  time  and  practice  in  lessons 
not  satisfactorily  accomplished  by  the  children.  Just  which 
lessons  may  best  be  omitted  and  which  subjects  best  be 
expanded  must  be  determined  to  fit  the  needs  and  conditions 
of  particular  cases. 

Exercises  in  basketry,  raffia  weaving,  and  clay-modelling  suit- 
able for  this  grade  are  given  on  pages  94,  95,  96,  97,  and  98. 
It  is  not  possible  to  indicate  the  time  of  year  when  such  work 
may  best  be  done,  or  to  determine,  without  knowing  local  con- 
ditions, how  much  time  should  be  devoted  to  this  phase  of 
art  education.  In  some  schools,  one  hour  a  week  is  devoted 
to  manual  training  of  this  kind.  This  time  is  not  taken  from 
the  usual  time  given  to  the  drawing  lesson. 


COURSE   OF  STUDY  IN  ART 
FIFTH     YEAR     IN     SCHOOL 


It  is  hoped  that  the  time  is  not  far  distant  when  instruction  in  art 
will  be  looked  upon  as  an  element  in  education  equal  in  im- 
portance to  instruction  in  reading  or  in  arithmetic,  and  will 
share  equally  with  these  studies  the  time  and  energy  of  both 
teacher  and  pupil.  A  daily  study  period  and  a  daily  recita- 
tion are  accorded  to  those  studies  classed  under  the  head  of 
"essentials."  While  the  program  of  the  average  school  will 
at  present  scarcely  permit  this  apportionment  of  time  for  art 
instruction,  a  step  in  the  right  direction  will  be  taken  if  the 
pupil  is  given  some  time  with  his  text  book  before  coming  to 
class.  He  should  "  study  his  lesson"  in  this  as  in  other  sub- 
jects. The  recitation  will  then  be  much  richer  in  results  for 
all  concerned. 


Outline  for  the  Month  of  September. 

FIRST  WEEK.  In  order  to  introduce  in  a  gen- 
eral and  an  interesting  way  Book  V  and  the  work 
which  it  represents,  let  pupils  read  by  themselves 
and  discuss  in  class  the  work  of  the  first  chapter 
on  Out-of-Doors,  pages  i  to  14.  The  regular 
work  in  landscape  will  not  be  taken  up  until 
October,  but  the  text  of  the  first  chapter,  read  and 
discussed  as  lessons  in  literature  or  in  nature 
study  would  be  treated,  will  be  a  good  introduc- 
tion to  page  1 6  and  the  lessons  which  follow,  on 
fall  flowers,  grasses,  fruits,  etc. 

SECOND  WEEK.  Study  and  discuss  page  16, 
Draw  from  fall  flowers  in  neutral  values,  as  directed 

49 


COURSE   OF  STUDY  IN  ART 

in  lesson  on  page  1 7.  Thistle,  clover,  aster,  golden- 
rod,  or  mullein  may  be  used  instead  of  garden 
flowers,  if  preferred. 

THIRD  WEEK.  Flowers  in  color.  Page  18. 
Use  any  flowers,  weeds,  or  grasses  that  seem  to 
illustrate  the  thought  of  the  lesson.  Try  the 
expression  of  some  of  these  colors  in  neutral 
values.  Page  19. 

FOURTH  WEEK.  Paint  or  draw  from  twigs 
or  branches  bearing  fruit,  vegetables,  or  berries. 
Grape,  pear,  tomato,  corn,  crab-apple,  bittersweet, 
and  woodbine  are  a  few  of  the  many  growths 
which  may  be  chosen  for  this  work.  Work  on 
very  large  paper — I2"xi8" —  and  use  a  finder 
to  improve  compositions.  Study  text  and  illus- 
trations on  pages  22  and  23. 

Outline  for  the  Month  of  October. 

FIRST  WEEK.  Brush  studies  of  grasses, 
sedges,  large  weeds,  or  plants  bearing  seed-pods, 
studied  in  silhouette  or  in  neutral  values.  See 
pages  24  and  25.  A  new  use  of  the  finder,  some- 
what more  difficult  but  of  greater  educational 
value  than  the  one  already  made  familiar  to  pupils, 

50 


FIFTH      YEAR     IN     SCHOOL 

is  given  on  page  25.  A  long  hatpin  is  used  to 
hold  the  finder  in  front  of  the  specimen,  in  such 
a  way  as  to  permit  the  part  selected  to  be  seen 
through  the  opening. 

SECOND  WEEK.  Study  of  the  landscape. 
Memorize  the  quotation  on  page  i.  Study  the 
head-piece  on  that  page.  Study  pages  2  and  3. 
Carry  out  exercises  as  there  directed.  Express 
simple  landscape  in  values.  See  page  4.  Do 
not  copy  the  illustration  on  this  page,  but  draw 
from  actual  observation  of  nature,  or  from  selec- 
tions from  other  pictures. 

THIRD  WEEK.  October  landscape  in  color. 
See  page  5.  Carry  out  directions  given  in  that 
lesson.  Work  on  9"  x  12"  paper,  and  use  finder 
to  select  an  interesting  composition. 

FOURTH  WEEK.  Shapes  of  trees.  Seepages 
6  and  7.  Study  real  trees  when  possible,  and 
encourage  home  sketching  of  trees  seen  from 
windows.  Show  many  photographs  of  trees. 

Outline  for  the  Month  of  November. 

FIRST  WEEK.  If  season  permits,  continue 
study  of  shapes  of  trees  in  foliage.  Render  in 


COURSE   OF  STUDY  IN  ART 

pencil,  charcoal  mass,  or  color.  Add  very  simple 
suggestion  of  landscape  environment.  Page  8. 
Use  pictures  of  Corot,  Harpignie,  Inness,  or  repro- 
ductions of  any  other  good  paintings.  If  trees  in 
foliage  are  not  available  at  this  time,  give  exer- 
cises in  choosing  shapes  of  pictures.  Pages  12 
and  13.  In  connection  with  study  of  trees,  use 
pages  26  and  27. 

SECOND  WEEK.  Begin  study  of  still  life,  or 
"  Beauty  in  Common  Things."  Read  and  discuss 
pages  41,  42,  and  43.  Give  simple  groups  of 
fruits  and  still-life  forms,  or  of  bright  colored 
vegetables,  such  as  pumpkins,  onions,  peppers, 
etc.  See  page  47.  Study  principles  of  grouping 
given  on  page  46. 

THIRD  WEEK.  Single  still-life  objects  in  val- 
ues. Page  44.  Groups  of  light  and  dark  objects 
in  values.  Page  45.  Make  in  large  size,  using 
charcoal  or  crayon  mass,  or  neutral  washes.  Con- 
nect these  lessons  with  the  thought  of  the  har- 
vesting of  fruits  and  vegetables,  and  with  the 
Thanksgiving  idea. 

FOURTH  WEEK.  Use  of  accented  line  in 
expressing  surface  and  artistic  quality.  Draw 
rough  baskets,  boxes,  bags,  barrels  —  any  of  the 


FIFTH      YEAR     IN     SCHOOL 

usual  receptacles  for  sturdy  vegetables,  or  for  fruits 
that  are  to  be  packed  and  shipped.  Page  48. 

Outline  for  the  Month  of  December. 

FIRST  WEEK.  Still-life  studies  composed  in 
space.  Study  page  49.  Work  in  outline  or  in 
light  and  dark  values,  as  seems  desirable.  Page 
50  suggests  many  exercises  that  may  be  carried 
out  at  home,  or  that  may  be  used  for  review  work 
or  for  examination  problems. 

SECOND  WEEK.  Give  exercises  in  lettering, 
based  on  the  alphabet  on  page  69.  Study  direc- 
tions for  planning  and  drawing  these  letters  given 
on  page  70.  Pupils  may  letter  texts,  quotations, 
etc.,  suitable  for  Christmas  gifts,  using  this  alpha- 
bet of  simple  style  rather  than  letters  of  an  ornate 
description.  The  desire  for  ornamented  letters 
may  be  satisfied  by  the  use  of  initials  placed 
within  a  space,  with  a  simple  decorative  feature 
added  —  something  like  the  initials  used  on  pages 
86,  87,  91,  etc.  One  color  may  also  be  used  with 
black. 

THIRD  WEEK.  Pupils  plan  and  make  some 
article  for  a  Christmas  gift.  An  attractive 

53 


COURSE   OF  STUDY  IN  ART 

blotter  and  a  school-bag  are  given  on  page  91.  A 
rattan  basket  may  be  woven,  following  directions 
given  on  page  88.  The  teacher  will  find  many 
suggestions  along  this  line  in  the  fourth  year 
book  of  this  series.  Be  sure  that  every  pupil 
makes  of  some  inexpensive  yet  artistic  material 
a  gift  for  some  one  at  home.  Remember  that  the 
value  of  any  study  depends  upon  its  contact  with 
human  life  and  its  influence  upon  that  life.  If 
concrete  examples  of  art  principles  enter  the  home 
in  the  form  of  simple  articles  well  made  of  suit- 
able material,  the  effect  will  be  beneficial  to  pub- 
lic taste,  and  interest  will  be  quickened  in  the 
study  which  made  those  examples  possible. 


Outline  for  the  Month  of  January. 

FIRST  WEEK.  Begin  the  study  of  perspec- 
tive. Read  the  poem  on  page  51.  Discuss  illus- 
tration. Read  and  discuss  page  52.  Give  test 
exercises  indicated  on  pages  53  and  54. 

SECOND  WEEK.  Further  exercises  on  the 
perspective  of  circular  faces  and  cylindric  forms. 
Page  55.  Groups  of  two  objects,  placed  to  ex- 
press different  degrees  of  distance,  and  to  show 

54 


appearance  of  edges  seen  through  transparent 
surfaces,  and  how  this  appearance  differs  when 
an  opaque  object  hides  the  edge.  Page  56. 

THIRD  WEEK.  Japanese  lanterns  in  color  or 
in  values.  See  page  57.  Refer  also  to  Book  IV, 
pages  55  and  56.  Pupils  will  greatly  enjoy  ren- 
dering the  lanterns,  which  always  interest  them, 
in  color,  in  neutral  washes,  and  even  in  crayon 
or  pencil.  Use  finders  on  free  sketches  to  select 
interesting  arrangements.  Cut  out  and  tastefully 
mount  selections  made  in  this  way.  For  sugges- 
tions on  mounting,  see  page  87. 

FOURTH  WEEK.  Read  and  discuss  page 
58.  Show  other  pictures  of  towers,  steeples,  and 
domes,  in  which  the  perspective  of  circular  edges 
is  apparent.  "  Are  there  examples  of  this  kind  in 
your  own  town  ?  Bring  to  school  sketches  that 
will  show  how  some  steeple  or  tower  looked  when 
you  saw  its  circular  edges  far  above  the  eye." 
Use  any  of  the  problems  given  on  page  60,  for 
review  exercises  or  for  home  work. 


55 


COURSE   OF  STUDY  IN  ART 

Outline  for  the  Month  of  February. 

FIRST  WEEK.  Geometry,  or  Measuring  and 
Planning.  Call  attention  to  the  design  on  the 
opening  page  of  the  chapter  (page  61).  Why  is 
such  a  design  especially  appropriate  here  ?  Study 
and  discuss  page  62.  Study  page  63  and  carry 
out  exercises  in  ratio  there  indicated.  Study 
pages  64  and  65. 

SECOND  WEEK.  Laying  out  the  surface  of 
a  solid.  Page  66.  Apply  this  to  pattern  making. 
Page  67.  Make  and  decorate  simple  box,  develop- 
ing pattern  from  working  drawing.  See  page  89. 

THIRD  WEEK.  How  to  plan  a  geometric 
decoration  for  a  surface.  Page  68.  Carry  out 
exercises  as  directed  on  that  page.  If  possible, 
make  a  portfolio,  a  book-cover,  a  card-case,  or 
some  article  in  which  a  surface  decoration  of  this 
kind  may  be  used.  Refer  again  to  Book  IV,  for 
suggestions. 

FOURTH  WEEK.  Begin  study  of  animals, 
or  Life  and  Action.  Read  and  discuss  page  30. 
Study  page  31,  and  carry  out  exercises  as  there 
directed,  working  from  cat  or  rabbit  brought  to 
school.  Work  in  outline  or  in  silhouette. 

56 


FIFTH     YEAR    IN     SCHOOL 

Outline  for  the  Month  of  March. 

FIRST  WEEK.  "Snap-shots"  from  dogs. 
Page  35.  Work  from  dog  brought  to  school,  and 
make  sketches  of  dogs  at  home.  Work  in  outline 
or  in  mass.  Show  light  and  dark  "spotting" 
when  subject  suggests  this  treatment.  Use  all 
the  fine  drawings  of  animals  you  can  get,  such  as 
the  Carton  Moore  Parke  books  on  birds  and 
animals. 

SECOND  WEEK.  If  opportunity  permits,  paint 
from  birds  or  insects.  See  pages  32,  33,  and  34. 
If  a  parrot  cannot  be  obtained,  a  hen  or  a  rooster 
with  feathers  in  warm  coloring  will  do  as  well. 
If  in  the  early  spring,  frogs  or  crayfish  can  be 
obtained,  use  these.  See  in  this  connection,  illus- 
tration on  page  29.  Goldfish  in  a  globe  will  also 
afford  opportunity  for  a  delightful  lesson.  See 
Book  II,  page  30. 

THIRD  WEEK.  Study  of  figure.  Page  36. 
Make  silhouettes  or  outline  drawings  while  model 
is  in  action,  as  indicated  on  page  36.  Study  page 
37,  and  make  sketches  from  a  pose,  working  by 
these  stages.  Make  sketches  of  large  size,  using 
charcoal  or  crayon. 

57 


COURSE    OF  STUDY  IN  ART 

FOURTH  WEEK.  Study  the  bending  figure, 
or  figures  engaged  in  some  common  occupation. 
Page  38.  Work  in  large  size,  using  outline  or 
mass  as  subject  suggests.  Show  pictures  bearing 
on  this  part  of  the  work,  such  as  Millet's  "  Sower," 
"Knitting  Shepherdess,"  "Girl  Knitting,"  etc. 
Note  the  absence  of  detail  in  these  pictures,  and 
the  emphasis  given  to  proportion  of  masses. 

Outline  for  the  Month  of  April. 

FIRST  WEEK.  Figure  with  landscape  back- 
ground. See  page  39.  Carry  out  directions  of 
this  lesson,  working  in  neutral  washes  or  in  color. 
Simple  objects  with  very  slight  suggestion  of 
landscape  will  be  safest.  For  ideas  see  Book  IV, 
page  32;  Book  III,  pages  12,  26,  and  27;  Book 
II,  page  12.  Use  as  options  any  of  the  exercises 
suggested  on  page  40. 

SECOND  WEEK.  Draw  from  budded  twigs. 
Page  21.  Use  brush  or  pencil,  color  or  neutral 
values.  Arrange  these  sketches  within  suitable 
enclosures.  Read  the  poem  on  page  15.  Study 
illustrations  on  page  n.  Relate  to  present  sea- 
son. 

58 


FIFTH     YEAR     IN     SCHOOL 

THIRD  WEEK.  Spring  landscapes  in  color, 
or  use  page  9  if  local  environment  makes  such  a 
lesson  of  vital  interest.  The  sketches  there  given 
may  easily  be  rendered  in  color.  Or,  work  from 
spring  flowers,  whole  plants  of  wild  flowers, 
stalks  of  blooming  geranium,  potted  plants,  such 
as  the  hyacinth,  or  from  tulips  or  daffodils.  Use 
color. 

FOURTH  WEEK.  Begin  definite  lessons  in 
design.  Discuss  illustration  and  quotation  on 
page  71.  Read  and  discuss  page  72.  Review 
value  chart,  page  73.  Study  text.  Scale  values 
used  in  upper  sketch  on  page  10.  Locate  these 
values  in  the  value  scale.  Do  the  same  with  the 
lower  sketch  on  page  10.  If  there  is  time,  let 
children  make  a  day  scene  in  three  values  from 
the  upper  end  of  the  scale,  naming  the  values 
used,  and  a  night  scene  in  three  values  from 
the  lower  end  of  the  scale. 


Outline  for  the  Month  of  May. 

FIRST  WEEK.  Study  page  74.  Review  color 
chart.  Find  and  bring  to  school,  flowers  and 
leaves  to  match  the  colors  in  Chart  A  —  as  the 

59 


COURSE   OF  STUDY  IN  ART 

buttercup  for  yellow ;  the  nasturtium  for  yellow- 
orange;  the  tulip  for  orange ;  the  poppy  or  scarlet 
geranium  for  red-orange ;  the  rose  or  a  carnation 
for  red;  the  clover  for  red-violet;  the  violet  for 
violet ;  the  bluebell  for  blue-violet ;  the  forget-me- 
not  or  bluet  for  blue ;  pine  needles  or  cedar  for 
blue-green;  leaves  of  clover  for  green;  Jack-in- 
the-pulpit  for  yellow-green.  Study  page  76.  Make 
a  simple  design  using  orange  and  blue,  grayed. 

SECOND  WEEK.  Draw  the  marsh-marigold 
or  any  similar  flower  in  different  positions,  as 
directed  in  lesson  on  page  20.  Study  page  78. 
Using  some  shape  found  in  lesson  on  page  20, 
make  in  a  four-inch  square  or  circle  a  design 
illustrating  one  of  the  four  kinds  of  balance  ex- 
plained on  page  78. 

THIRD  WEEK.  Draw  leaves  in  different 
positions — as  shown  on  page  21.  Study  page 
79.  Using  a  leaf  shape,  make  a  border  or  rhythm. 
If  possible,  apply  this  in  the  making  of  some 
article,  as  suggested  in  the  lower  illustrations  on 
page  79.  Apply  leaf  or  flower  shapes  in  carrying 
out  the  exercises  given  on  pages  80  and  81.  In 
all  cases  where  it  is  possible,  let  these  decorations 
be  applied  in  the  making  of  some  simple  article. 

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FIFTH     YEAR     IN     SCHOOL 

FOURTH  WEEK.  Sources  of  color  schemes. 
See  page  82.  Scale  colors  found  in  any  spring 
flower,  or  from  bright  feathers  brought  to  school 
by  the  children.  Use  color  schemes  thus  found 
in  making  designs.  See  page  83.  Use  any  of 
the  design  ideas  given  on  pages  78  to  81  for 
shapes  or  units  which  may  be  carried  out  in 
color.  Clay,  paper,  or  cardboard  may  be  em- 
ployed as  materials  in  the  construction  of  articles 
to  which  these  decorations  may  be  applied.  Look 
through  Book  IV  for  ideas  as  to  simple  articles 
easily  made  in  the  school-room. 

Outline  for  the  Month  of  June. 

FIRST  WEEK.  Cut  vase  forms  from  paper. 
See  page  84.  Apply  blended  washes  in  color 
from  color  scheme  found  in  nature,  or,  decorate 
vase  forms  with  simple  rhythms,  as  shown  on 
page  80,  using  two  grayed  complementaries.  Or, 
omit  vase  form  designs,  and  give  lesson  on  mak- 
ing a  balanced  design  from  growth  of  flower,  as 
given  on  pages  86  and  87. 

SECOND  WEEK.  Other  sources  of  color. 
Read  and  discuss  page  90.  Children  may  bring 

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to  school  pieces  of  cloth,  calico,  silk,  or  woollen 
which  they  think  show  tasteful  color  combina- 
tions. Give  lesson  in  drawing  from  spray  of 
leaves  or  a  flower  growth.  Use  page  92  in  this 
connection. 

THIRD  WEEK.  Read  and  discuss  page  93. 
Make  simple  landscape  sketch  to  illustrate  verti- 
cal and  horizontal  effects.  Read  text  on  page  94. 
Study  illustration.  Study  text  on  page  95,  and 
make  simple  sketch  of  two  objects,  as  lesson 
directs. 

FOURTH  WEEK.  Decoration  of  a  program 
for  "  Last  Day,"  or  graduation  exercises. 

NOTE  :  As  stated  in  the  note  following  the  outline  for 
fourth  year,  the  teacher  will  find  it  necessary  to  adapt  the  book 
as  here  outlined  to  the  capacity  and  requirements  of  her  own 
pupils.  The  plan  herewith  presented  is  only  one  way  of  using 
the  book  —  there  are  many  others.  If  too  much  work  is 
presented  in  this  plan,  some  of  the  lessons,  particularly  in 
Design,  can  easily  be  carried  over  into  the  sixth  year. 


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COURSE    OF  STUDY  IN  ART 
SIXTH     YEAR    IN     SCHOOL 


Up  to  the  sixth  year,  these  lessons  have  dealt  largely  with  the 
study  of  things  and  very  little  with  the  study  of  principles. 
Children  must  learn  to  draw,  and  must  gain  correct  impres- 
sions of  their  immediate  surroundings,  in  order  to  obtain  a 
"  stock  in  trade  "  for  future  work.  But  together  with  this 
observational  power  and  this  ability  to  draw,  must  be  devel- 
oped a  knowledge  of  the  laws  of  beauty,  for  without  this 
knowledge,  the  end  and  aim  of  art  instruction  will  be  defeated 
—  the  child  will  never  be  able  to  apply  principles  which  he 
does  not  understand  to  the  conditions  of  his  own  life.  Ability 
to  draw  or  paint  accurately  a  flower  or  any  other  object  is 
but  one  step  in  this  scheme  of  art  education  ;  it  must  be 
followed  by  sound  instruction  in  the  principles  of  beauty, 
which  are  included  under  the  heads  of  Balance,  Rhythm,  and 
Harmony.  In  the  sixth  year  subjective  work  along  these  lines 
comes  more  and  more  into  prominence. 


Outline  for  the  Month  of  September. 

FIRST  WEEK.  One  or  two  lessons  may  prof- 
itably be  devoted  to  a  general  survey  of  the  new 
book.  Although  it  will  probably  be  better  to  use 
as  material  for  lessons  the  flowers,  grasses,  and 
fruits  which  September  brings  in  such  variety,  a 
short  discussion  of  the  chapter  on  landscape  and 
of  the  general  features  of  interest  in  Book  6,  will 
be  a  good  introduction  to  the  year's  work.  As 
preliminary  to  the  lessons  on  plant  growths,  the 
illustration  on  page  16  should  be  discussed, 
and  the  quoted  lines  read  and  enjoyed.  The 

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remainder  of  the  poem  may  be  found  in  the  col- 
lection, by  Charlotte  Perkins  Stetson,  called  "In 
This  Our  World." 

SECOND  WEEK.  Sketch  from  grasses, 
weeds,  or  flowers  in  pencil,  in  neutral  values,  or 
in  color  as  suggested  on  pages  17,  18,  19,  20,  and 
23.  Drawings  should  be  on  large  paper,  in  life 
size.  The  aim  is  to  obtain  free  handling,  accu- 
rate representation  of  growth,  and  all  the  points 
of  excellence  which  are  included  in  the  expression 
"good  drawing." 

THIRD  WEEK.  Grasses,  weeds,  flowers,  and 
fruits  studied  through  a  finder  —  drawings  to  be 
placed  within  enclosures,  with  the  idea  of  obtain- 
ing agreeable  space  divisions  and  good  composi- 
tion. This  work  may  be  done  in  color  on  tinted 
paper,  as  on  page  21,  or  in  neutral  values,  as  on 
page  26.  Large  finders  may  also  be  used  over 
the  free  sketches  done  in  previous  lessons.  Selec- 
tions thus  made  may  be  cut  out  and  mounted  on 
fresh  paper  of  a  refined  tint. 

FOURTH  WEEK.  Study  of  grasses,  weeds, 
flowers,  fruits,  and  seed-pods  in  accented  outline. 
See  page  22.  These  sketches  may  or  may  not 

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SIXTH     YEAR     IN     SCHOOL 

be  placed  within  enclosures,  as  the  teacher  thinks 
best.  The  aim  is  to  get  accurate  drawing,  and 
by  the  use  of  the  accented  line  to  express  the 
character  and  quality  of  the  various  parts.  In 
all  of  these  lessons  pupils  should  study  the  text 
and  discuss  it  in  class.  The  lesson  on  page  25 
may  be  used  as  a  reading  lesson  with  an  interest- 
ing discussion  as  to  the  use  of  plant  forms  in 
design. 

Outline   for   the   Month   of  October. 

FIRST  WEEK.  Study  of  the  landscape.  Dis- 
cussion of  any  masterpiece  in  which  picture  planes 
—  foreground,  middle  distance,  and  distance  — 
are  apparent.  Show  a  number  of  pictures  in 
which  these  planes  are  well  defined.  Lead  pupils, 
through  this  picture  study,  to  a  better  under- 
standing of  how  to  express  various  degrees  of 
distance  in  their  own  landscapes.  In  this  con- 
nection use  also  the  illustrations  on  pages  i,  2,  3, 
4,  5,  8,  and  10.  Give  exercises  as  suggested  on 
pages  3  and  4,  using  charcoal,  pencil,  or  wash. 

SECOND  WEEK.  Landscape  in  color.  Work 
with  the  idea  of  expressing  three  planes.  See 

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page  5.  Sketches  made  at  this  season  should  of 
course  be  done  in  autumnal  coloring.  Children 
may  work  from  pictures,  from  landscape  drawings 
placed  on  the  blackboard,  or  they  may  sketch  out 
of  doors.  Encourage  pupils  to  sketch  out  of 
doors,  and  to  reproduce  from  memory  color  effects 
which  they  have  observed  out  of  school. 

THIRD  WEEK.  Further  work  in  painting 
landscapes.  Page  9  suggests  interesting  exer- 
cises in  landscape  composition.  Sketches  should 
be  made  at  least  twice  as  large  as  the  illustrations 
in  the  book. 

FOURTH  WEEK.  Study  of  individual  trees. 
Pages  6  and  7.  Trees  may  be  drawn  in  foliage  or 
with  bare  branches,  as  the  season  permits.  Use 
medium  best  adapted  to  tree  studied.  Read  and 
discuss  text.  Encourage  home  work.  Sketches 
of  trees  seen  at  home,  in  the  park,  or  along  the 
street  may  be  made  outside  of  school,  and  brought 
to  class  for  criticism.  Teacher  should  make  an 
exhibition  of  trees  sketched  at  home.  "  How 
many  different  kinds  were  drawn?  How  many 
of  each  kind?  How  can  we  tell  the  different 
kinds  of  trees  ?  " 

66 


SIXTH      YEAR     IN     SCHOOL 


Outline  for  the  Month  of  November. 

FIRST  WEEK.  Use  of  photographs,  maga- 
zine illustrations,  or  any  such  material,  to  develop 
the  use  of  the  finder  upon  large  compositions. 
The  text  on  pages  10  and  1 1  explains  this.  Each 
pupil  should  work  from  some  arrangement  which 
he  himself  has  found  within  a  larger  picture. 
Teacher  may  make  class  exhibition  and  give  class 
criticism. 

SECOND  WEEK.  Continue  the  work,  or  give 
exercises  suggested  on  pages  12  and  13.  Pupils 
might  take  a  composition  from  last  week's  work, 
and  express  it  in  two  different  arrangements  of 
values.  Be  careful  to  choose  a  sketch  that  shows 
a  few  large  shapes,  rather  than  one  that  shows 
many  small  ones. 

THIRD  WEEK.  Carry  out  suggestion  on 
page  14,  or  give  any  of  the  Home  Exercises  on 
page  15. 

FOURTH  WEEK.  Make  a  folder  of  gray  or 
tinted  paper,  and  plan  upon  it  a  decoration  for  a 
Thanksgiving  program,  or  for  a  menu  for  a 
Thanksgiving  dinner.  Use  a  simple  landscape 

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COURSE    OF  STUDY  IN  ART 

motive  for  the  decoration.  Any  other  work 
appropriate  to  the  Thanksgiving  season  may  be 
substituted  for  this  week's  work. 

Outline  for  the  Month  of  December. 

FIRST  WEEK.  Ability  to  letter  titles,  quota- 
tions, program  covers,  Christmas  greetings,  etc. 
in  a  simple,  legible  style,  is  a  very  useful  accom- 
plishment, and  one  that  the  pupils  of  this  grade 
can  turn  to  good  account  in  the  making  of 
Christmas  gifts.  The  alphabets  of  capital  and 
small  letters  on  page  68  should  be  accurately 
copied  in  their  diagrams,  the  peculiarities  of  each 
letter  being  noted.  The  letters  should  be  made 
twice  as  large  as  those  in  the  book.  The  diagram 
should  be  laid  out  with  a  ruler  and  square  corner, 
according  to  the  instructions  given  in  the  text 
on  page  69. 

SECOND  WEEK.  Let  pupils  work  out  the 
lesson  given  on  pages  70  and  71.  Or  they  may 
letter  on  tinted  paper,  in  the  style  of  letters  given 
on  page  68,  some  quotation  or  Christmas  greet- 
ing, using  an  ornamental  initial  letter  if  desired. 
This  lettering  may  be  done  in  black  and  one 

68 


SIXTH     YEAR     IN     SCHOOL 


color,  or  gold  may  be  used  alone  or  mixed 
with  a  color. 

THIRD  WEEK.  Let  the  work  of  this  week 
be  devoted  to  the  making  of  some  simple  article 
which  shall  be  really  beautiful.  The  photograph 
album  shown  on  page  103  may  be  made  in  school 
—  so  may  the  calendar  mount  on  page  92,  and 
also  the  mount  suggested  in  problems  4  and  5  on 
page  104.  Any  boy  who  is  handy  with  a  jack- 
knife  can  make  the  match  scratcher  on  page  97, 
the  bracket  on  page  98,  or  the  matchbox  on  page 
99.  In  schools  supplied  with  a  kiln  for  firing 
pottery,  the  exercises  suggested  on  pages  94  and 
95  may  be  carried  out.  Whatever  is  made  in 
connection  with  the  Christmas  season  should  ex- 
press in  a  simple  way  the  art  training  which  the 
children  have  received.  Avoid  the  tawdry,  over- 
decorated  articles  made  of  unworthy  materials. 
Let  all  the  work  be  characterized  by  simplicity 
and  good  taste. 

FOURTH    WEEK.     Finish  Christmas  work. 

"  May  every  soul  that  touches  thine, 
Be  it  the  slightest  contact,  get  therefrom  some  good, 
Some  little  grace ;  one  kindly  thought, — 
One  aspiration  unfelt  before ;  one  bit  of  courage 
For  the  darkening  sky,  one  gleam  of  faith  !  " 

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COURSE   OF  STUDY  IN  ART 


Outline  for  the  Month  of  January. 

FIRST  WEEK.  Study  of  Still  Life.  Read 
and  discuss  quotation  on  page  40.  Study  illus- 
tration. Sketch  from  some  such  object  as  that 
illustrated  on  page  41.  Express  the  same  object 
in  several  different  mediums  as  suggested  in  les- 
sons on  pages  41,  42,  and  43. 

SECOND  WEEK.  Study  of  rims  and  handles. 
Pages  45  and  46.  Sketch  group  of  simple  objects 
in  accented  outline,  as  suggested  on  page  46. 

THIRD  WEEK.  Still  life  objects  sketched  on 
tinted  paper.  See  page  47.  Use  charcoal  and 
white  chalk  to  express  dark  values  and  high 
lights.  Make  sketches  in  large  size. 

FOURTH  WEEK.  Still  life  in  composition. 
The  finder  may  be  used  on  some  of  the  sketches 
made  in  former  lessons  to  secure  a  good  arrange- 
ment of  shapes  within  an  area.  Groups  of  still 
life  should  also  be  studied  through  a  finder. 
These  groups  may  be  sketched  in  outline  and 
finished  in  two  or  three  values,  or  they  may  be 
left  as  line  compositions. 

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SIXTH      YEAR     IN     SCHOOL 

Outline  for  the   Month  of  February. 

FIRST  WEEK.  Further  study  of  still -life 
groups  through  a  finder.  Draw  on  tinted  paper, 
and  finish  in  pencil  or  in  wash,  according  to 
values  suggested  by  the  study.  See  page  48. 
Color  may  also  be  used,  in  flat  tones,  if  teacher 
thinks  best. 

SECOND  WEEK.  Study  of  Perspective. 
Read  and  discuss  text  on  page  51.  Relate  to 
experience  of  pupils.  Recall  foreshortening  of 
horizontal  surfaces  studied  in  Books  IV  and  V. 
From  some  simple  rectangular  object,  give  the 
positions  indicated  on  pages  52,  53,  and  54. 
Make  drawings  of  large  size,  and  extend  the  lines 
to  show  convergence. 

THIRD  WEEK.  Continue  study  of  converg- 
ing lines  and  foreshortened  surfaces,  as  seen  in 
tables,  chairs,  etc.  See  pages  55  and  56.  Make 
drawings  in  large  size. 

FOURTH  WEEK.  Leading  lines  of  a  build- 
ing studied  and  drawn  on  large  paper,  with  lines 
extended  to  show  convergence.  Do  not  go  into 
details,  but  aim  only  to  establish  the  fact  that 
horizontal  retreating  edges  when  seen  above  the 


COURSE    OF  STUDY  IN  ART 

level  of  the  eye  appear  to  slant  down ;  that  when 
seen,  below  the  level  of  the  eye  they  seem  to  slant 
up ;  and  that  their  degree  of  convergence  depends 
on  their  distance  above  or  below  the  eye.  Read 
and  discuss  text  on  pages  57  and  58,  and  study 
the  illustrations. 

Outline  for  the  Month  of  March. 

NOTE:  It  is  evident  that  all  of  the  work  laid  out  in  this 
book  cannot,  under  present  school  conditions,  be  accom- 
plished in  one  year,  by  an  average  6th  grade  class.  In  some 
localities  there  are  reasons  why  certain  divisions  of  the  work 
would  best  be  omitted,  so  that  more  time  could  be  spent  on 
topics  in  which  pupils  need  more  practice.  The  subject  of 
Design  is  felt  by  the  authors  to  be  of  great  importance,  and 
in  order  to  give  ample  time  for  the  presentation  of  its  princi- 
ples, which  are  new  to  pupils,  and  in  many  instances  to 
teachers  as  well,  the  suggestion  is  made  that  the  teacher 
select  either  the  chapter  on  Measuring  and  Planning,  pages 
60  to  71,  or  the  chapter  on  Life  and  Action,  pages  28  to  39, 
for  the  March  work.  Options  are  therefore  given  in  the  four 
weeks'  work  which  follows. 

FIRST  WEEK.  Life  and  Action:  discussion 
of  illustration,  page  28,  and  of  "  The  Sower"  page 
29.  Show  other  examples  of  fine  figure  drawing, 
in  photographs  from  paintings,  magazine  illustra- 
tions, etc.  Sketch  from  pose,  according  to  sug- 
gestion on  page  30.  Measuring  and  Planning: 
study  and  discuss  illustration  and  text  on  page  60. 

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SIXTH     YEAR     IN     SCHOOL 


Read  in  class  text  on  page  61.  Copy  neatly  lines 
expressing  different  conventions,  given  on  page 
6 1.  Develop  "views"  from  simple  object,  as 
suggested  on  page  62.  Make  working-drawing 
with  ruler  and  square  corner  or  triangle,  as  di- 
rected on  page  63. 

SECOND  WEEK.  Life  and  Action:  draw 
leading  lines  from  group  of  children,  while  they 
are  marching  around  the  room.  Then  "clothe" 
these  skeleton  figures.  Pages  32  and  33.  Study 
leading  lines  that  express  action  taken  by  the 
figure  in  running,  jumping,  kneeling,  sitting,  etc. 
Clothe  these  different  skeletons.  Measuring  and 
Planning :  study  text  and  illustrations  on  pages 
64  and  65.  Make  working-drawing  as  suggested 
on  page  65.  Repeat  from  another  object. 

THIRD  WEEK.  Life  and  Action:  sketch 
head  covering,  from  pose.  See  page  34.  Make 
memory  sketch  from  some  familiar  action,  involv- 
ing an  object  or  vehicle  of  some  kind.  Page  35. 
Measuring  and  Planning:  study  text  and  illustra- 
tions on  pages  66  and  67.  Make  working-draw- 
ing for  box,  with  decoration,  as  suggested  on 
page  67. 

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COURSE   OF  STUDY  IN  ART 

FOURTH  WEEK.  Life  and  Action:  study 
of  leading  lines  of  some  animal.  Page  36.  Pen- 
cil or  charcoal  sketch  to  show  hair  or  fur.  Page 
37.  Or,  study  birds  or  insects  in  color.  Page  38. 
A  canary-bird,  a  rooster,  a  pigeon,  a  hen  and 
chickens,  or  a  parrot,  may  be  available  for  studies 
from  life,  in  the  school-room.  Measuring  and 
Planning:  make  and  decorate  some  simple  object, 
from  working-drawing  and  decoration  designed 
by  pupil.  Or,  give  exercise  in  lettering.  Pages 
68,  69,  70,  and  71. 


Outline  for  the  Month  of  ApriL 

FIRST  WEEK.  Read  and  discuss  quotation 
on  page  72.  Help  pupils  to  enjoy  the  accom- 
panying illustration.  Read  and  carefully  discuss 
in  class,  pages  73  to  80.  Several  lessons  should 
be  given  to  this. 

SECOND  WEEK.  Continue,  with  the  text- 
book used  in  class,  the  study  of  Balance,  Rhythm, 
and  Harmony.  Let  pupils  make  balanced  designs 
from  flowers  or  plants  found  at  the  present  season. 
Take  some  simple  leaf  form  and  repeat  it  in  a 

74 


SIXTH     YEAR    IN     SCHOOL 

rhythm.  Arrange  and  sketch  groups  that  con- 
tain harmonious  elements.  Give  definite  exercises 
to  be  prepared  outside  of  class,  and  brought  in 
as  illustrations  of  one  of  the  principles  of  beauty. 

THIRD  WEEK.  Study  pages  86  and  87.  If 
plant  forms  can  now  be  found  out  of  doors,  pupils 
should  draw  carefully  their  different  parts,  and 
should  show  them  on  the  same  page  with  a  sketch 
of  the  growth,  as  on  page  86.  This  exercise  may 
be  given  from  several  different  growths. 

FOURTH  WEEK.  Choose  a  unit  taken  from 
some  plant  motive  drawn  last  week,  and  repeat  it 
in  several  ways,  as  suggested  on  page  87.  Make 
designs  at  least  twice  as  large  as  those  in  the 
book. 

Outline  for  the  Month  of  May. 

FIRST  WEEK.  Study  text  and  illustrations 
on  pages  88  and  89.  Use  plant  motives  for  sur- 
face patterns,  working  in  a  diagram. 

SECOND  WEEK.  pian  a  balanced  design  for 
a  tile,  using  a  plant  or  flower  form  for  the  unit. 
See  page  90.  Work  from  plant  forms  found  out 
of  doors. 

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COURSE   OF  STUDY  IN  ART 

THIRD  WEEK.  Study  and  discuss  text  and 
illustration  on  page  91.  Study  color  rhythms 
found  in  color  chart.  Pages  81,  82,  83. 

FOURTH  WEEK.  Color  schemes  and  color 
scaling.  Pages  100,  101,  102.  Color  schemes 
found  in  Nature.  Pages  84  and  85. 

Outline  for  the  Month  of  June. 

Let  the  work  of  this  month  be  a  further  study 
of  the  principles  of  design.  Any  exercises  in 
construction  given  in  the  last  twelve  or  thirteen 
pages  may  be  worked  out,  as  material  and  oppor- 
tunity permit.  The  Home  Exercises  given  on 
page  104  will  suggest  several  lessons  which  may 
be  done  in  class  or  at  home.  The  teacher  will  of 
course  wish  to  use  her  own  judgment  about  the 
work  of  these  last  weeks.  Any  topic  of  the  year 
may  be  reviewed  or  strengthened,  but  a  strong 
plea  is  here  made  that  all  exercises  given  should 
be  worked  out  in  the  light  of  some  principle  of 
design. 


In  the  treatment  of  the  different  topics  in  Book  VII,  it  will  be 
observed  that  a  closer  and  closer  connection  is  made  between 
the  observational  work  and  the  principles  of  Design.  It  is 
suggested  that  the  chapter  on  Design  in  Book  VI,  and  the 
corresponding  chapter  in  Book  VII,  be  thoroughly  mastered 
by  the  teacher  before  any  of  the  lessons  in  Book  VII  are 
presented  to  the  pupils.  The  work  in  the  seventh  year  keeps 
pace  with  the  intellectual  development  of  the  pupils,  and  calls 
for  the  exercise  of  reason  and  judgment  more  than  has  been 
the  case  in  the  previous  books.  On  this  account,  the  teacher 
will  find  the  presentation  of  the  lessons  more  interesting,  in 
certain  ways.  As  the  subject  of  art  education  unfolds,  its 
importance  as  a  study  and  its  influence  upon  life  is  felt  more 
and  more  strongly.  A  teacher  cannot  prepare  herself  to 
present  these  lessons  without  feeling  their  cultural  influence, 
and  the  drawing  lesson  need  never  be  given  without  vital 
interest  on  the  part  of  both  teacher  and  pupil. 

In  the  seventh  year,  the  work  from  landscape,  from  plants,  from 
human  and  animal  life,  and  from  inanimate  objects  or  still  life 
is  presented  in  three  different  ways,  —  as  material  for  free 
sketching,  as  material  for  pictorial  composition,  and  as 
material  for  decorative  composition  of  various  kinds.  Before 
beginning  a  drawing  the  pupil  should  be  told  in  which  of  these 
ways  he  is  to  treat  his  subject,  as  the  requirements  in  each 
case  are  different. 


Outline  for  the  Month  of  September. 

FIRST  WEEK.  At  least  one  lesson  may  be 
profitably  devoted  to  a  general  survey  and  dis- 
cussion of  the  new  book.  Help  the  students  to 
understand  and  enjoy  the  beautiful  poem  and  its 
illustration,  on  page  i.  Why  do  we  like  to  walk 

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COURSE   OF  STUDY  IN  ART 

in  the  woods?  Why  do  we  enjoy  the  landscape 
and  the  flowers  ?  What  does  Emerson  mean  by 
the  two  harvests,  mentioned  in  the  last  verse? 
What  other  poems  have  you  read  that  express  any 
of  the  thoughts  Emerson  has  expressed  here? 
Is  there  any  connection  between  the  sentiment  of 
this  poem  and  that  of  the  quotation  on  the  page 
facing  page  i  ?  Discuss  the  illustration  on  page 
1 8.  Read  the  lesson  on  weeds,  page  19.  En- 
courage pupils  to  bring  in  large,  interesting 
growths  for  next  week's  work. 

SECOND  WEEK.  Arrange  a  number  of  large, 
simple  growths  against  backgrounds,  and  place  a 
study  before  at  least  every  other  aisle.  Pupils 
should  render  these  studies  in  life  size,  using,  when 
necessary,  i2"x  18"  practice  paper.  Make  brush 
studies  in  ink  or  charcoal  gray,  aiming  for  freedom 
in  handling,  truth  of  growth,  and  general  realistic 
treatment.  Any  of  the  fall  growths  suggested  on 
pages  19,  20,  21,  and  23  are  suitable  for  such 
practice. 

THIRD  WEEK.  Free  sketching  in  color  from 
fall  flowers  or  growths  of  sprays,  fruit,  etc.  See 
pages  20  and  21  for  definite  suggestions.  The 

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SEVENTH    YEAR    IN    SCHOOL 

aims  are  the  same  as  in  the  second  week — free 
handling,  large  size,  truth  of  growth,  color,  etc. 
Large  finders  may  be  used  on  sketches  to  select 
beautiful  arrangements. 

FOURTH  WEEK.  Pictorial  compositions, 
from  fall  flowers  or  growths  of  any  kind.  See  page 
2  7.  Either  pencil  painting  or  brush  may  be  used  in 
rendering,  as  the  teacher  prefers,  or  as  specimens 
suggest.  If  pencil  painting  is  used,  study  the 
lesson  on  page  26,  and  practice  pencil  painting  of 
leaves,  as  there  suggested. 

Outline  for  the  Month  of  October. 

FIRST  WEEK.  Decorative  compositions  from 
fall  flowers,  sprays,  fruits,  berries,  etc.  See  pages 
28  and  29.  Render  these  studies  in  brush  out- 
line, or  in  values,  as  in  the  study  on  page  28. 
Compositions  should  be  of  good  size. 

SECOND  WEEK.  Continue  decorative  treat- 
ment of  plant  growths,  in  values  and  in  color.  See 
page  29.  Some  of  these  studies  may  be  rendered 
on  gray  or  tinted  paper. 

THIRD  WEEK.  Continue  work  in  decorative 
composition  from  autumn  leaves,  fruits,  berries, 

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COURSE   OF  STUDY  IN  ART 

and  even  from  vegetables  that  are  large  and  sim- 
ple in  growth,  and  fine  in  color.  The  pumpkin, 
squash,  beet,  turnip,  and  carrot  can  all  be  treated 
in  fine  decorative  effects. 

FOURTH  WEEK.  Sketching  from  seed-pods, 
for  design  motives.  Pupils  should  make  many 
outline  studies  from  seed-pods  and  their  sections, 
placing  the  sketches  in  note-books,  for  use  in 
design  later  on.  See  page  22. 

Outline  for  the  Month  of  November. 

FIRST  WEEK.  Study  of  landscape  from 
pictures.  See  pages  2,  3,  4,  and  5.  Pupils  should 
study  text,  and  make  collections  of  landscapes 
from  magazines,  photographs,  souvenir  postal 
cards,  etc.  Carry  out  the  lesson  suggested  on 
page  5. 

SECOND  WEEK.  Continue  the  work  begun 
in  the  previous  week.  Pupils  may  make  light 
outline  sketches  of  selections  from  their  collec- 
tions, similar  in  character  to  Sketch  A,  page  3, 
and  bring  them  to  class  for  criticism.  One  sketch 
from  each  pupil  will  give  fine  material  for  a  class 
criticism.  Those  that  are  worthy  may  be  finished 

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SEVENTH    YEAR    IN    SCHOOL 

in  pencil  values,  following  the  stages  suggested 
by  sketches  A,  B,  and  C,  pages  3,  4,  and  5. 

THIRD  WEEK.  Study  of  the  Woodbury 
sketch,  page  10.  Also  study  of  trees,  either  from 
nature,  as  season  permits,  or  from  photographs  of 
trees.  See  pages  6,  7,  8,  and  9.  Encourage 
pupils  to  make  collections  of  illustrations  and 
photographs  of  trees. 

FOURTH  WEEK.  Continue  study  of  tree 
growths,  with  simple  landscape  environment. 
Slight  color  effects  may  be  added,  in  semi-realistic 
treatment,  as  suggested  on  pages  n  and  12. 

Outline  for  the  Month  of  December. 

FIRST  WEEK.  Decorative  compositions  from 
landscape  motives.  See  pages  13,  14,  and  15. 
Pupils  should  study  the  text,  and  discuss  it  in 
class.  Decorative  compositions  in  light  outline 
may  be  made  outside  of  class  and  brought  in  for 
criticism. 

SECOND  WEEK.  Continue  the  work  of  the 
previous  week.  Pupils  will  greatly  enjoy  making 
decorative  compositions  on  tinted  paper,  with  the 


thought  of  applying  these  ideas  to  articles  they 
may  wish  to  make  and  decorate  for  Christmas 
gifts.  Read  text  on  page  16  in  class.  Look 
up  further  information  concerning  Puvis  de 
Chavannes. 

THIRD  WEEK.  Look  through  the  book  for 
suggestions  of  simple  articles  to  be  made  for 
Christmas  gifts.  The  decorative  compositions 
made  in  the  fall  from  flowers,  and  also  the  deco- 
rative landscape  compositions,  may  be  applied  to 
book-covers,  blotters,  calendars,  etc.  Other  sug- 
gestions for  planning  and  making  simple  articles 
may  be  found  on  pages  112,  113, 123, 124,  and  126. 
If  there  is  a  manual  training  department,  where 
the  pupils  have  access  to  tools,  wood,  etc.,  such 
articles  as  those  suggested  on  pages  80  and  81 
may  be  made.  Or,  some  texts  or  quotations 
appropriate  to  the  season  may  be  planned  on 
colored  paper.  See  the  alphabets  on  page  82, 
and  the  three  stages  in  lettering  a  quotation  given 
on  page  83. 

FOURTH  WEEK.  Finish  Christmas  work. 
Be  sure  that  every  pupil  under  your  charge  has 
made  some  simple  article  for  a  gift,  which  shows, 

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SEVENTH    YEAR    IN    SCHOOL 

in  some  way,  simplicity,  fitness  to  purpose,  and 
neat  workmanship. 

I  have  always  thought  of  Christmas  time  as  a  good  time; 
a  time  when  men  and  women  seem  by  one  consent  to  open  their 
hearts  fully;  and  so  I  say  —  God  bless  Christmas  ! 

CHARLES  DICKENS. 

Outline  for  the  Month  of  January. 

FIRST  WEEK.  Begin  the  study  of  still-life 
forms.  Read  and  discuss  in  class  the  text  on 
pages  41,  42,  and  43.  Make  large,  outline 
sketches  from  some  such  object  as  a  teapot  or  a 
pitcher  in  several  different  positions,  with  special 
attention  to  details,  such  as  spouts,  handles, 
rims,  lips,  etc.  Work  for  proper  quality  of  sketch 
lines,  and  then  for  proper  finish  and  accents. 
Practice  the  drawing  of  details  in  separate 
sketches,  similar  to  those  on  page  42. 

SECOND  WEEK.  Still  life  in  pencil  values. 
Study  the  text  on  pages  44  and  45.  Practice 
pencil  rendering. 

THIRD  WEEK.  Still  life  in  pencil  values, 
with  color  effects  added.  See  pages  46  and  47. 

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COURSE   OF  STUDY  IN  ART 

Be  careful  to  select  for  this  study,  objects  not 
too  difficult  to  draw,  and  which  suggest  color 
harmonies. 

FOURTH  WEEK.  Still-life  groups  studied 
as  material  for  decorative  compositions.  See 
pages  48,  49,  and  50.  Be  sure  that  good  com- 
positions are  secured  in  sketches,  before  they  are 
finished  in  brush  lines,  in  values,  or  in  colors. 
Sketches  for  decorative  compositions  may  be 
made  outside  of  class,  and  brought  to  the  recita- 
tion for  criticism. 

Outline  for  the  Month  of  February. 

FIRST  WEEK.  Continue  work  in  decorative 
compositions  from  still-life  forms.  Give  any  of 
the  exercises  on  page  51  for  home  work. 

SECOND  WEEK.  Discuss  the  illustration  on 
page  52,  both  as  to  pencil  rendering,  and  as  an 
example  of  perspective.  Recall  work  in  perspec- 
tive given  in  Book  VI,  and  principles  or  rules 
there  developed.  Read  the  text  on  pages  53,  54, 
and  55  in  class,  and  refer  to  other  illustrations  of 
the  same  points  observed  out  of  doors  and  in 

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SEVENTH    YEAR    IN    SCHOOL 

other  pictures.  Ask  for  simple  outline  sketches 
illustrating  the  perspective  of  a  railroad  track. 
These  should  be  given  a  general  criticism,  in 
class. 

THIRD  WEEK.  Observation  of  houses,  seen 
at  an  angle.  Sketches  made  at  home  brought  to 
class  for  general  criticism.  Work  to  establish  the 
general  truths  that  parallel  retreating  horizontal 
edges,  seen  below  the  eye,  seem  to  slant  up ;  that 
parallel  retreating  horizontal  edges,  seen  above 
the  level  of  the  eye,  seem  to  slant  down ;  and  that 
all  parallel  retreating  horizontal  edges  seem  to 
meet  or  vanish  in  a  common  point  on  the  horizon 
line.  Study  and  discuss  the  text  on  pages  56,  57, 
58,  and  59. 

FOURTH  WEEK.  Continue  perspective 
studies  from  baskets,  books,  boxes,  etc.  Make 
large  drawing  in  outline  or  in  simple  effect  of 
pencil  values,  from  some  piece  of  furniture  turned 
at  an  angle.  See  suggestion  on  page  61. 
Sketches  from  furniture  can  be  made  at  home 
and  brought  to  school  for  class  criticism.  Teacher 
should  call  attention  to  the  beautiful  effect  of  per- 
spective in  the  illustration  on  page  62. 

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COURSE  OF  STUDY  IN  ART 
Outline  for  the  Month  of  March.  (A.) 

NOTE  :  In  the  majority  of  schools,  the  time  apportioned 
to  drawing  will  not  be  sufficient  to  permit  the  treatment  of  all 
the  topics  as  fully  as  they  are  treated  in  Book  VII,  and  it 
will  probably  be  best  to  omit  at  least  one  of  the  topics  — 
which  one,  the  teacher  or  supervisor  in  charge  can  best  de- 
termine. In  some  localities  the  need  of  industrial  drawing 
may  demand  that  the  chapter  on  Measuring  and  Planning  be 
presented  in  full ;  in  other  places,  where  there  is  already  a 
systematic  course  in  manual  training  in  operation,  it  may 
seem  best  to  omit  the  work  in  Measuring  and  Planning,  and 
to  devote  the  time  to  Life  and  Action,  or  to  the  extension  of 
some  other  topic.  To  meet  both  conditions  as .  far  as  pos- 
sible, two  courses  are  planned  for  March,  either  of  which 
may  be  followed,  as  seems  best.  The  chapter  on  Design  is 
felt  to  be  so  important  that  no  substitute  for  the  work  as 
there  presented  is  recommended. 

FIRST  WEEK.  Life  and  Action.  Discuss 
with  pupils  the  illustration  on  page  30.  Notice 
the  fine  pencil  rendering,  the  different  positions 
of  the  figures,  etc.  Read  and  discuss  the  text  on 
pages  31  and  32.  Show  any  other  masterpieces 
of  figures  in  action.  Encourage  children  to  bring 
illustrations  and  photographs  which  they  con- 
sider fine  examples  of  action.  Give  five-min- 
ute sketches,  using  charcoal  or  soft  pencil,  from 
poses  similar  to  those  shown  on  page  32. 

SECOND  WEEK,  study  of  a  pose  in  simple 
masses  of  light  and  dark  values.  See  page  33. 

86 


SEVENTH    YEAR    IN    SCHOOL 

Be  sure  the  costume  of  the  pose  presents  a  strong 
contrast  of  light  and  dark.  Work  with  lead  pen- 
cil, on  paper  not  too  large. 

THIRD  WEEK.  Sketching  from  the  pose  in 
charcoal  or  pencil,  on  colored  paper.  See  pages 
34  and  35.  Follow  the  steps  given  in  the  three 
illustrations.  These  studies  should  be  of  good 
size,  in  a  semi-decorative  effect. 
FOURTH  WEEK.  Studies  from  any  live 
animal,  as  suggested  on  pages  36,  37,  38,  and  39. 
Make  many  quick  sketches,  pictorial  in  character, 
at  home  or  in  school,  from  the  animal.  Then 
make  at  least  one  decorative  composition,  using 
as  a  motive  some  suggestion  from  your  sketches. 

Outline  for  the  Month  of  March.    (B.) 

FIRST  WEEK.  Measuring  and  Planning. 
Study  the  text  and  discuss  the  illustrations  on 
pages  65,  66,  and  67.  Recall  the  work  in  Meas- 
uring and  Planning,  given  in  Book  VI.  Review 
conventions.  Acquaintance  with  drawing  board* 
T-square,  and  triangles.  Give  exercises  in  draw- 
ing straight  lines  by  the  use  of  these  instruments, 
as  directed  in  Problem  I,  page  68. 

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COURSE   OF  STUDY  IN  ART 

SECOND  WEEK.  Work  out  all  problems 
given  on  pages  69  to  73.  Make  plain  to  pupils 
the  two  methods  given  —  the  geometric  and  the 
practical.  Insist  on  neatness,  accuracy,  and  good 
arrangement  on  paper. 

THIRD  WEEK.  Study  pages  74  and  75.  The 
point  to  be  brought  out  here,  is  that  the  front 
view  of  a  turned  object  must  show  the  actual 
width  from  left  to  right  of  the  object  in  that  posi- 
tion. Pupils  should  work  out  the  exercise  sug- 
gested on  page  75. 

FOURTH  WTEEK.  Several  pages  of  working 
drawings  are  given,  beginning  on  page  76.  It  is 
impossible  to  plan  just  how  these  can  be  given, 
without  knowing  the  possibilities  or  the  limita- 
tions of  school  equipments.  If  there  is  no  oppor- 
tunity for  the  making  of  the  bench,  the  bird- 
house,  the  table,  etc.,  working  drawings  of  these 
objects  may  still  be  made  with  educational  bene- 
fit. But  one  article,  no  matter  how  simple  in 
construction,  that  is  actually  made  from  the 
directions  supplied  by  a  working  drawing,  will 
teach  a  pupil  more  about  the  use  of  such  a  draw- 
ing, than  many  exercises  worked  out  without  any 

88 


SEVENTH    YEAR    IN    SCHOOL 

application  in  construction.  If  there  is  no  equip- 
ment for  wood-work  in  school,  encourage  the 
pupils  to  make  at  home  any  of  the  articles  sug- 
gested on  pages  76,  77,  79,  80,  and  81.  The 
working  drawings  in  the  book  supply  all  the 
needed  facts. 

Outline  for  the  Month  of  April. 

FIRST  WEEK,  Paint  tree  buds  and  twigs,  on 
tinted  backgrounds.  See  page  24.  If  there  are 
two  lessons  a  week,  of  forty-five  minutes  each,  as 
is  customary  in  grammar  grades,  devote  one  of 
them  to  the  study  of  spring  flowers,  and  the 
other  to  a  discussion  of  the  opening  pages  of 
Design.  The  principles  of  Balance,  Rhythm, 
and  Harmony  are  treated  in  the  text  and  in  the 
illustrations  on  pages  85  to  101,  in  such  a  way 
that  the  subject  of  Design  may  be  presented  in 
the  form  of  reading  lessons,  and  if  rightly  handled, 
it  will  form  the  basis  of  the  most  valuable  and 
interesting  lessons  in  the  book.  Take  as  much 
time  as  is  necessary  to  thoroughly  discuss  the 
pages,  and  illustrate  the  principles  therein  set 
forth  in  as  many  ways  not  given  in  the  book  as 
is  possible. 

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COURSE   OF  STUDY  IN  ART 

SECOND  WEEK.  Draw  or  paint  from  spring 
flowers  and  twigs.  Continue  study  of  Balance, 
Rhythm,  and  Harmony.  Apply  principles  in 
sketching  spring  growths. 

THIRD  WEEK.  Sketching  in  pencil  from 
spring  flowers.  See  page  25.  Give  any  of  the 
problems  in  Balance,  Rhythm,  and  Harmony, 
page  101. 

FOURTH  WEEK.  Same  work  continued. 
Special  attention  to  one  or  more  problems  on 
page  101. 

Outline  for  the  Month  of  May. 

FIRST  WEEK.  Pencil  rendering  of  leaves 
and  flowers.  See  pages  26  and  27.  Read  in  class 
and  discuss  pages  102,  103,  104,  and  105.  If 
there  is  time,  carry  out  the  exercise  suggested  on 
page  105. 

SECOND  \VEEK.  Study  of  complementary 
colors.  Pages  107,  108,  and  109.  Make  surface 
design,  by  using  complementary  colors,  properly 
grayed. 

THIRD  W7EEK.  Study  pages  114,  115,  n6, 
and  117.  Choose  some  plant  other  than  the 

90 


SEVENTH    YEAR    IN   SCHOOL 

dandelion,  and  draw  design  motives  from  its 
parts,  as  suggested  on  page  1 1 7. 

FOURTH  WEEK.  Initial  letters,  decorated 
with  flower  motive.  See  page  118.  Do  not  use 
the  dandelion. 

Outline  for  the  Month  of  June. 

FIRST  WEEK.  Study  pages  119,  120,  and 
121.  Make  a  design  for  an  announcement  card  or 
bulletin,  based  on  rhythmic  motive.  For  letter- 
ing, use  the  alphabet  on  page  82. 

SECOND  WEEK.  Make  surface  patterns  on 
tinted  paper.  See  pages  no  and  in.  Make 
scrap  book  from  directions  given  on  pages  1 1 2 
and  113. 

THIRD  WEEK.  Color  schemes  from  nature 
motives.  Seepages  122  and  123.  Apply  a  color 
scheme  from  nature  in  the  making  of  some  simple 
article,  such  as  the  bag,  on  page  123. 

FOURTH  WEEK.  Any  work  preferred  by 
the  teacher,  in  review,  or  as  suggested  by  the 
special  demand  of  the  time  and  season. 


